COURSE SYLLABUS

PROGRAM: Teacher Education

CABRAL, Aya B. Major Subject
EDUC 106
PLACEMENT:
BSED III – ENGLISH
First Semester: 2nd year
DATE
COURSE DESCRIPTION:
This course engages preservice teachers in
understanding the different perspectives on teaching and
COURSE CODE: SPENG 201
assessing grammar in second language learning
classrooms. It introduces them to past and modern
approaches, principles, and various options or
suggestions of both theoretically grounded and practical
methods, strategies, and techniques on the teaching and
assessment of learners’ grammatical ability. Most
Teaching and Assessment of especially, the course provides learning opportunities to
COURSE TITLE:
Grammar explore their (approaches, methods, etc.) applicability in
PRE-REQUISITE/S different contextual settings, the role of grammar in
NO. OF UNITS: Lecture – 3 units; achieving communicative competence, as well as
challenges, issues, and new directions in teaching and
assessing grammar through some relevant and seminal
CONTACT SLA (second
Lecture – 3 hours/week
HOURS: ALIGNMENT OF COURSE OUTCOMES (CO)language WITH UNITlanguage
OUTCOMES acquisition)
(UO) and ELT (English
teaching) studies.
UO DESCRIPTION CO1 CO2 CO3
examine many current and previous concepts in managing and
1 ALIGNMENT OF PROGRAM OUTCOMES, COURSE OUTCOMES X AND LEARNING OUTCOMES
implementing grammar in teaching and assessing.
enumerate the various grammatical issues. COURSE OUTCOMES
2 Course: SPENG 201X LEARNING OUTCOMES
PROGRAM OUTCOMES
describe grammatical After successful completion
constructs important to the instruction of the At the end of every topic, the student
Program: Teacher Education
3 and evaluation of grammar. course, the student is expected to: X should X be able to:

establish how important grammar is for developing

4 communication skills. 1. Create a collection of X formative X
1. Demonstrate intellectual and summative assessment 1. examine many current and previous
competencies through: tasks that are in line with the concepts in managing and
examine the previous and current practices in teaching
5 a) higher level of chosen competencies. X implementing grammar in teaching and
grammar.
assessing.
make a comprehension;
lesson plan for teaching grammar that incorporates
2. Create a lesson plan that
6 communicative
b) proficient and effective
strategies. X
encourages literacy in pupils by 2. enumerate the various grammatical
communication; combining your fundamental issues.
exemplify
c) effective communicative
understanding of basic grammarknowledge
instruction. of grammar
7 X X
3. Describe grammatical constructs
concepts across the evaluation. important to the instruction and
create a variety of grammar exam questions.
8 domains of knowledge; X X X
evaluation of grammar.
d) critical, analytical, and 3. Perform a teaching
assessing grammar test tasks. 4. establish how important grammar is
9
WORLD CITI COLLEGES OBE SYLLABUS / College of Communication Arts/ PCOM demonstration utilizingX creative
X X Page 1 of 14
creative thinking; for developing communication skills.
perform teaching demonstration.
e) application of different teaching strategies and tasks
10 X 5. examine
X the previous and current
that are sensitive to the
 TEACHING LEARNING ACTIVITIES ASSESSMENT TASK
TIME LABO TIME
LEARNING
WEEK TOPIC/CONTENT ALLO RATO ALLO RESOURCES
OUTCOMES CLASSROOM ASSESSMENT TOOL
TMEN RY/ TMEN
T RLE T

WORLD CITI COLLEGES OBE SYLLABUS / College of Communication Arts/ PCOM Page 2 of 14
 Course Orientation WCC VM Lecture and class 3 hrs Essay Observation Student Handbook
discussion
Core Values Checklist Course Syllabus
1. to analyze how Handbook
the study of Child Group work on Course Outline
Adolescent Classroom Policies College
Learners and Grading System Mission/Vision/objecti
learning principles Review ves and house rules
shares in achieving
the vision and
1
mission of the
college.

2. to relate the
college mission and
vision in the
accomplishment of
the course and
program objectives.

1. examine many Key Terms and

current and previous Concepts in 6 hrs Course Syllabus
concepts in Managing and Lecture and class Quiz Answer key -Reference Book
managing and Implementing discussion -Lecture Handouts
implementing Standards-based
grammar in Grammar Teaching
teaching and 1. Grammaring
2-3 assessing. 2. Grammaticalizing
3. Error correction vs
feedback
4. Spoken vs written
grammar
5. Grammatical
assessment
6. Pedagogical Issues
4-5 1. enumerate the Issues of Grammar
various grammatical Teaching and
issues. Assessment Class reporting Essay Rubrics Course Syllabus
1. Why should we -Reference Book
2. describe teach grammar? 6 hrs -Lecture Handouts
WORLD CITI COLLEGES OBE SYLLABUS / College of Communication Arts/ PCOM Page 3 of 14
 2. Pedagogical Issues
3. Sequencing The class will be divided Rubrics
grammatical
4. Choice of Methods into three (3) groups. Each
constructs important
5. Patterns and group will be given topics
to the instruction
Reasons, Not Rules (two topics each) to report
and evaluation of
6. From Structuralism (live/recorded) to report
grammar.
to Transformational virtually.
Generative Grammar
7. Fossilization
PRELIMINARY EXAMINATION to comprehend
Methods of Teaching Lecture and class
Grammar discussion The class submits an e- Rubric Course Syllabus
1. establish how 1. Diagramming 12 hrs portfolio which contains the -Reference Book
important grammar sentences essence of Unit 3. This also -Lecture Handouts
is for developing 2. Learning through includes their reflections
communication writing and/or realizations after the
skills. 3. Inductive teaching demo-lecture. A scoring
4. Deductive teaching rubric will be used to rate
5. Interactive teaching the students’ work.
7-10
6. Functional-notional
approach Assignment:
7. Situational contexts HOW STUDENTS LEARN
8. Using texts, stories, GRAMMAR THROUGH
songs and rhymes WRITING?
9. PPP Modes for
Teaching Grammar
1. Linguistic mode
2. Story-telling mode
1. examine the Rules for Teaching Lecture and class
previous and current Grammar discussion 9 hrs Summative Assessment Course Syllabus
practices in teaching 1. Rule of context Rubrics -Reference Book
grammar. 2. Rule of use -Lecture Handouts
3. Rule of economy
11-13
4. Rule of relevance
5. Rule of nurture
6. Rule of appropriacy

2.
14 MIDTERM EXAMINATION
15-17 Assessing Grammar Lecture and class
1. make a lesson Effectively discussion
plan for teaching 1. Ways to address 9 hrs Rubrics Course Syllabus
WORLD CITI COLLEGES OBE SYLLABUS / College of Communication Arts/ PCOM Page 4 of 14
 grammar that grammar in Lesson Plan Making (on any -Reference Book
incorporates the writing classroom English subject (high school -Lecture Handouts
communicative 2. Ways to assess level))
strategies. grammar skill
3. Methods of marking Teaching Demonstration
2. exemplify grammatical errors
effective 4. Grammar resources
communicative 5. Three- Dimensional
grammar instruction Grammar Framework
6. Innovations in
3. create a variety of grammar assessment 7.
grammar exam Redefining the
questions construct
8. Partial scoring
4.assessing 9. Social dimension
grammar test tasks 10. The standard

5.perform teaching
demonstration
FINAL EXAMINATION

COURSE POLICIES

1. ATTENDANCE: A student is required to attend his classes regularly. Punctuality is an essential part of class attendance. When a student accumulates absences that are equivalent to 20% or more
of the required number of hours in this subject, he/she automatically obtains a grade of 5.0.
2. CLASS PARTICIPATION: All students are strongly encouraged to ask questions during class sessions. Students can also present their ideas on topic regardless of whether they are consistent
with those of the instructor or author of the textbook they are using. Students are not free to talk or whisper with individual during class session.
3. MISSED EXAMS AND ASSIGNMENT: Students who will miss any major examination will be given a chance to take the said examination after a week of the scheduled major examination and
will be required to present a special permit from the cashier’s office. No make up for any missed quizzes nor assignment
4. ACADEMIC HONESTY: All students are to adhere to high standards of integrity in their academic work. Plagiarism and cheating are not acceptable and will not be condoned by the college.
Students involved in such activities are subject to serious disciplinary action. For further explanation on this topic, please refer to the WCC Student Handbook.

GRADING SYSTEM
Average of quizzes (3 quizzes) + Class standing ( Recitation, Term paper, Seatwork, Oral Report, Assignment) + Prelim Exam
PRELIM GRADE
3
Average of quizzes (3 quizzes) + Class standing ( Recitation, Term paper, Seatwork, Oral Report, Assignment) + Midterm Exam
MIDTERM GRADE
3
Average of quizzes (3 quizzes) + Class standing ( Recitation, Term paper, Seatwork, Oral Report, Assignment) + Pre FinalExam
PRE-FINAL GRADE
3
WORLD CITI COLLEGES OBE SYLLABUS / College of Communication Arts/ PCOM Page 5 of 14
 Prelim Grade + Midterm Grade + Pre Final Grade
FINAL GRADE
3
REFERENCES
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/wpcontent/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-and5. language-convention-
skills/
TEXTBOOKS
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/TheGrammar-of- Choice+.pdf
Larsen-Freeman. Teaching grammar. Retrieved fromhttps://www.uibk.ac.at/anglistik/sta 昀昀/freeman/coursedocuments/tesfl_-_teaching_grammar.pdf
https://www.talktoteach.com/blog/6-tips-to-teach-interactive-grammar-to-teens
Andersen, Henning. 2008. Grammaticalization in a speaker-oriented theory of change. In Grammatical change and linguistic theory. Edited by Thórhallur Eythórsson, 11–
ELECTRONIC
DATABASE 44. Amsterdam: John Benjamins.

PREPARED BY: REVIEWED BY: APPROVED BY:

KIMBERLY MAE DC. RAEL FRANCE CHELEM ESQUIVEL

OBE College Committee Representative OBE Core Committee Representative
Faculty

HERE PRESENTED THE EDITED/CRITIQUED COPY OF THE GIVEN COURSE SYLLABUS:

WORLD CITI COLLEGES OBE SYLLABUS / College of Communication Arts/ PCOM Page 6 of 14
 COURSE SYLLABUS
PROGRAM: Teacher Education
Major Subject
PLACEMENT:
First Semester: 2nd year

COURSE DESCRIPTION:
This course engages preservice teachers in
understanding the different perspectives on teaching and
COURSE CODE: SPENG 201
assessing grammar in second language learning
classrooms. It introduces them to past and modern
approaches, principles, and various options or
suggestions of both theoretically grounded and practical
U DESCRIPTION CO1 CO2 CO3 C04
methods, strategies, and techniques on the teaching and
O
assessment of learners’ grammatical ability. Most
1 Examine many current and previous concepts in managing
Teaching and Assessment of X
especially, the course provides learning opportunities to
COURSE TITLE: grammar in teaching and assessing.
and implementing Grammar explore their (approaches, methods, etc.) applicability in
2 Enumerate the various grammatical issues. X contextual settings, the role of grammar in
different
PRE-REQUISITE/S
NO. OF UNITS: achieving communicative competence, as well as
3 Describe grammatical Lecture – 3 units;
constructs important to thechallenges, issues,
X andX new directions
X in teaching and
instruction and evaluation of grammar. assessing grammar through some relevant and seminal
CONTACT SLA (second language acquisition) and ELT (English
Lecture – 3 hours/week
4 Establish how important grammar is for developinglanguage
HOURS: X teaching) studies.
X
communication skills.
ALIGNMENT OF PROGRAM OUTCOMES, COURSE OUTCOMES AND LEARNING OUTCOMES
5 Examine the previous and current practices in teaching X
grammar. COURSE OUTCOMES
6 Use the grammar Course: SPENG
rules to create simple, compound and 201 X X LEARNING OUTCOMES
PROGRAM OUTCOMES
After successful completion of the At the end of every topic, the student
complex
Program:sentences.
Teacher Education
course, the student is expected to: should be able to:
7 Make a lesson plan for teaching grammar that incorporates X
communicative strategies.
1 Demonstrate intellectual 1. examine many current and previous
8 Exemplify effective communicative grammar instruction. X X
concepts inXmanaging and
competencies through:
implementing grammar in teaching and
9 Createf)a variety
higher of grammar
level examof questions. X X X
assessing.
comprehension;
10 Assessing grammar test
g) proficient and tasks.
effective X X X
2. enumerate the various grammatical
communication; issues.
11 Perform h) teaching demonstration.
understanding of basic X X X
3. Describe grammatical constructs
concepts across the important to the instruction and
domains of knowledge; evaluation of grammar.
i) critical, analytical, and 4. establish how important grammar is
WORLD CITI COLLEGES OBE SYLLABUS / College of Communication Arts/ PCOMthinking;
creative Page 7 of 14
for developing communication skills.
j) application of different 5. examine the previous and current
 TEACHING LEARNING ACTIVITIES ASSESSMENT TASK
TIME LABO TIME
LEARNING
WEEK TOPIC/CONTENT ALLO RATO ALLO RESOURCES
OUTCOMES CLASSROOM ASSESSMENT TOOL
TMEN RY/ TMEN
T RLE T
1
Course Orientation WCC VM Lecture and class 3 hrs Essay Observation Student Handbook
discussion
Core Values Checklist Course Syllabus
1. to analyze how Handbook
the study of Child Group work on Course Outline
Adolescent Classroom Policies College
Learners and Grading System Mission/Vision/objecti
learning principles Review ves and house rules
shares in achieving
WORLD CITI COLLEGES OBE SYLLABUS / College of Communication Arts/ PCOM Page 8 of 14
 the vision and
mission of the
college.

2. to relate the
college mission and
vision in the
accomplishment of
the course and
program objectives.

1. examine many Key Terms and

current and previous Concepts in 6 hrs Course Syllabus
concepts in Managing and Lecture and class Debate Rubric -Reference Book
managing and Implementing discussion -Lecture Handouts
implementing Standards-based
grammar in Grammar Teaching
teaching and 1. Grammaring
2-3 assessing. 2. Grammaticalizing
3. Error correction vs
feedback
4. Spoken vs written
grammar
5. Grammatical
assessment
6. Pedagogical Issues
Issues of Grammar
Teaching and
1. enumerate the
Assessment Class reporting Essay Rubrics Course Syllabus
various grammatical
1. Why should we -Reference Book
issues.
teach grammar? 6 hrs -Lecture Handouts
2. Pedagogical Issues
2. describe
3. Sequencing The class will be divided Rubrics
4-5 grammatical
4. Choice of Methods into three (3) groups. Each
constructs important
5. Patterns and group will be given topics
to the instruction
Reasons, Not Rules (two topics each) to report
and evaluation of
6. From Structuralism live in the class.
grammar.
to Transformational
Generative Grammar
7. Fossilization
PRELIMINARY EXAMINATION to comprehend
WORLD CITI COLLEGES OBE SYLLABUS / College of Communication Arts/ PCOM Page 9 of 14
 Methods of Teaching Lecture and class
Grammar discussion The class submits an e- Rubric Course Syllabus
1. establish how 1. Diagramming 12 hrs portfolio which contains the -Reference Book
important grammar sentences essence of Unit 3. This also -Lecture Handouts
is for developing 2. Learning through includes their reflections
communication writing and/or realizations after the
skills. 3. Inductive teaching demo-lecture. A scoring
4. Deductive teaching rubric will be used to rate
5. Interactive teaching the students’ work.
7-10
6. Functional-notional
approach Assignment:
7. Situational contexts HOW STUDENTS LEARN
8. Using texts, stories, GRAMMAR THROUGH
songs and rhymes WRITING?
9. PPP Modes for
Teaching Grammar
1. Linguistic mode
2. Story-telling mode
1. examine the Rules for Teaching Lecture and class
previous and current Grammar discussion 9 hrs Oral Quiz Rubrics Course Syllabus
practices in teaching 1. Rule of context -Reference Book
grammar. 2. Rule of use Assignment: -Lecture Handouts
3. Rule of economy Use the grammar rules to
11-13
2. Use the grammar 4. Rule of relevance create simple, compound
rules to create 5. Rule of nurture and complex sentences.
simple, compound 6. Rule of appropriacy
and complex
sentences.
14 MIDTERM EXAMINATION
15-17 Assessing Grammar Lecture and class
1. make a lesson Effectively discussion
plan for teaching 1. Ways to address 9 hrs Rubrics Course Syllabus
grammar that grammar in Lesson Plan Making (on any -Reference Book
incorporates the writing classroom English subject (college -Lecture Handouts
communicative 2. Ways to assess level))
strategies. grammar skill
3. Methods of marking Teaching Demonstration
2. exemplify grammatical errors
effective 4. Grammar resources
communicative 5. Three- Dimensional
grammar instruction Grammar Framework
WORLD CITI COLLEGES OBE SYLLABUS / College of Communication Arts/ PCOM Page 10 of
14
 6. Innovations in
3. create a variety of grammar assessment 7.
grammar exam Redefining the
questions construct
8. Partial scoring
4.assessing 9. Social dimension
grammar test tasks 10. The standard

5.perform teaching
demonstration
FINAL EXAMINATION

COURSE POLICIES

5. ATTENDANCE: A student is required to attend his classes regularly. Punctuality is an essential part of class attendance. When a student accumulates absences that are equivalent to 20% or more
of the required number of hours in this subject, he/she automatically obtains a grade of 5.0.
6. CLASS PARTICIPATION: All students are strongly encouraged to ask questions during class sessions. Students can also present their ideas on topic regardless of whether they are consistent
with those of the instructor or author of the textbook they are using. Students are not free to talk or whisper with individual during class session.
7. MISSED EXAMS AND ASSIGNMENT: Students who will miss any major examination will be given a chance to take the said examination after a week of the scheduled major examination and
will be required to present a special permit from the cashier’s office. No make up for any missed quizzes nor assignment
8. ACADEMIC HONESTY: All students are to adhere to high standards of integrity in their academic work. Plagiarism and cheating are not acceptable and will not be condoned by the college.
Students involved in such activities are subject to serious disciplinary action. For further explanation on this topic, please refer to the WCC Student Handbook.

GRADING SYSTEM
Average of quizzes (3 quizzes) + Class standing ( Recitation, Term paper, Seatwork, Oral Report, Assignment) + Prelim Exam
PRELIM GRADE
3
Average of quizzes (3 quizzes) + Class standing ( Recitation, Term paper, Seatwork, Oral Report, Assignment) + Midterm Exam
MIDTERM GRADE
3
Average of quizzes (3 quizzes) + Class standing ( Recitation, Term paper, Seatwork, Oral Report, Assignment) + Pre FinalExam
PRE-FINAL GRADE
3
Prelim Grade + Midterm Grade + Pre Final Grade
FINAL GRADE
3
REFERENCES
TEXTBOOKS 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/wpcontent/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-and5. language-convention-
skills/
WORLD CITI COLLEGES OBE SYLLABUS / College of Communication Arts/ PCOM Page 11 of
14
 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/TheGrammar-of- Choice+.pdf
Larsen-Freeman. Teaching grammar. Retrieved fromhttps://www.uibk.ac.at/anglistik/sta 昀昀/freeman/coursedocuments/tesfl_-_teaching_grammar.pdf
https://www.talktoteach.com/blog/6-tips-to-teach-interactive-grammar-to-teens
Andersen, Henning. 2008. Grammaticalization in a speaker-oriented theory of change. In Grammatical change and linguistic theory. Edited by Thórhallur Eythórsson, 11–
ELECTRONIC
DATABASE 44. Amsterdam: John Benjamins.

PREPARED BY: REVIEWED BY: APPROVED BY:

Billy Joe M. Nicolas
Aya B. Cabral
Faculty OBE College Committee Representative OBE Core Committee Representative

CABRAL, Aya B.
BSED III ENGLISH

Explanation

Course outcomes

WORLD CITI COLLEGES OBE SYLLABUS / College of Communication Arts/ PCOM Page 12 of
14
 - Course outcomes in line with cognitive were added, and they are in number 3 (Present a teaching strategies on teaching grammar).I put it in position 3 because it has some connection to number
2. Students can develop their own teaching styles by being presented with teaching strategies. I added just one course outcome because I felt it was enough.

Learning outcomes
- 6. Use the grammar rules to create simple, compound and complex sentences.
- I expanded the learning outcomes by one and added it to number 6. In order to provide the students practice constructing sentences using grammatical rules.

U Description CO1 CO2 CO3 CO4

O
5
6 Use the grammar rules to create simple, compound and complex sentences. X X
7
- You can see that I inserted a "x" to CO2 and CO3 to represent the connection between course outcomes 2 and 3 that I mentioned.

2-3 - - - 6hrs - - Debate Rubrics -

- I changed the assessment into "debate" and the assessment tools into "rubrics" . Replacing it with debate in the belief that it will foster greater interpersonal interaction among the students. Debate
provides a chance to improve student engagement while also fostering critical thinking and presentation abilities.

4-5 - - - 6hrs - - The class will be - -

divided into three
(3) groups. Each
group will be given
a topics (two topics
each) to report live
in the class.

- Due to the fact that World Citi Colleges are now offering in-person classes, it is preferable to report live rather than online. Additionally, you can assess your pupils' reporting abilities and suggest
areas for improvement.

13-14 - - - 6hrs - - Oral Quiz Rubrics -

Use the grammar

rules to create
Assignment:
simple, compound - Using the grammar
and complex rules create simple,
WORLD CITI COLLEGES OBE SYLLABUS / College of Communication Arts/ PCOM Page 13 of
14
 sentences compound and
complex sentences.

- 1. I replaced the summative assessment into oral quiz for the students really review the topic. Oral quiz or oral recitation helps students express their knowledge verbally while keeping them
interested in their studies.
- 2. I just add the learning outcomes number 6 and added an assignment. The main goal of giving students assignments is to assess their comprehension of a certain topic or subject. If they
understood the topic and if they learned something.

WORLD CITI COLLEGES OBE SYLLABUS / College of Communication Arts/ PCOM Page 14 of
14