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Language Learning Materials Syllabus 2nd Sem 2021-2022

BSED English (MATS College of Technology)

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Republic of the Philippines

MATS COLLEGE OF TECHNOLOGY
R. Castillo Street, Agdao, Davao City
College of Teacher Education
Course Syllabus

INSTITUTIONAL MISSION
MATS College of Technology aims to primarily mold and develop students into responsible, dynamic, progressive,
innovative, proactive and skilled professionals as well as leaders who possess ethical values, globally responsive in the fields of
aviation, business, criminology, education, engineering, maritime, and technological-vocational education. It characterizes itself
as always open to change for the good of clientele.

COLLEGE GOALS
1. Nurture quality pre-service teachers who will demonstrate excellent performance in the areas of instruction, research and
2. publication, and extension;
3. Promote quality teacher education programs that prepare world-class teachers;
4. Develop relevant and responsive educational technologies through research;
5. Catalyze development through community engagement; and
6. Improve human and physical resources.

PROGRAM OUTCOMES
After four years, the graduates of the Bachelor of Secondary Education program shall:
1. Articulate the relationship of education to larger historical, social, cultural and political processes.
2. Facilitate learning using a wide range of teaching methodologies in various types of environment.
3. Develop alternative teaching approaches for diverse learners.
4. Apply skills in curriculum development, lesson planning, materials development, instructional delivery and educational
assessment.

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5. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.
6. Practice professional and ethical teaching standards to respond to the demands of the community.
7. Pursue lifelong learning for personal and professional growth.

COURSE CODE : EL 105

COURSE TITLE : LANGUAGE LEARNING MATERIALS
PRE-REQUISITE : None
UNIT CREDIT : 3 units

COURSE DESCRIPTION:
Preparation of language learning materials give students advanced instruction and practice in writing and creating
learning materials within an academic discipline and make students aware of the development and administration of language-
learning programmes in either educational or workplace settings will need little persuading that materials evaluation and
design, along with for example, syllabus design, learner assessment and the study of classroom processes are centrally
important applied-linguistic activities.

This course is designed for students to develop instructional materials. It will provide the context and focus for the
materials. Students will identify an important learning objective that learners have difficulty achieving in a given learning
situation, then develop a needs analysis tool about the source of the problem, design instructional materials and ways to
implement them in order to address the problem in an inclusive way, and design an evaluation plan. At each step the process
will be grounded in the foundational knowledge that exists in the disciplinary and educational literature.

COURSE OBJECTIVES
At the end of the course, the students should be able to:

A. Cognitive (Knowledge):
o Define and discuss the purposes of instructional materials.
o Explain the basis for choosing an appropriate instructional material.
o Analyze and systematize the approaches to materials evaluation.
o Identify, analyze, and evaluate the process of supplementary materials design.
o Plan, organize, revise, practice, edit, and proofread to improve the development and clarity of ideas.

B. Affective (Attitude):
o Show appreciation of the availability of textbooks.
o Respect other people’s creativity and uniqueness.

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o Show understanding of the advantages and disadvantages of a ready-made IM.

o Work harmoniously with group members.

C. Psychomotor:
o Conduct needs analysis.
o Design an instructional material.
o Write clear and effective coursebook in language, using conventions appropriate to the target students.
o Design worksheet exercises, grammar exercises and vocabulary exercises out of the coursebook.
o Pilot test the instructional material.

COURSE OUTLINE

LEARNING
TOPIC LEARNING OUTCOMES WEEK NO. ASSESMENT
ACTIVITIES
I. Introduction to Materials By the end of this chapter, students will WEEK 1 ○ Video Lectures Common
Development be able to: ○ Handouts assessment
1. Principles of Second o Understand the principles in ○ Interactive methods that will
Language Acquisition second language when developing discussion be use are:
Relevant to Materials materials ○ Oral Reports ○ ePortfolio
Development ○ Hands-on ○ Exit Ticket
activities ○ Recitation
2. IMs for Teaching o Distinguish the learning materials WEEK 2 ○ Quizzes
Language from other teaching language ○ Graphic
materials Organizer
3. Role of Instructional o Determine the roles of ○ Requirement
Materials instructional materials in a
language –learning classroom WEEK 3
4. Basic Principles and o Apply the principles of materials
Procedures in Materials in developing language-learning
Development materials

5. Benefits of o Identify the benefits of

instructional Materials instructional materials

PRELIM EXAM
II. Preparation of Materials By the end of this chapter, students will WEEK 4 ○ Video Lectures Common
1. Types of Instructional be able to: ○ Handouts assessment
Materials o Distinguish instructional materials ○ Interactive methods that will

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form other types used in the discussion be use are:

2. Classification of language classroom WEEK 5 ○Oral Reports ○ ePortfolio
Materials ○Hands-on ○ Exit Ticket
o Differentiate authentic materials activities ○ Recitation
3. Advantages Claimed from created material ○ Quizzes
for Authentic and ○ Graphic
Created Materials o Distinguish authentic materials WEEK 6 Organizer
from created materials used in ○ Requirement
4. Qualities of a Good language teaching
Material

5. Factors to Consider in
Writing Instructional
Materials
SEMI-MIDTERM EXAM
6. Factors to Consider in By the end of this chapter, students will WEEK 7 ○ Video Lectures Common
Writing IMs be able to: ○ Handouts assessment
7. Principles in Materials o Familiarize with the proper use of ○ Interactive methods that will
Design words in the worksheets in discussion be use are:
relation to the context ○Oral Reports ○ ePortfolio
8. Design, Development o Practice integrating the language ○Hands-on ○ Exit Ticket
and Dissemination of skills activities ○ Recitation
Materials ○ Quizzes
○ Graphic
9. Guidelines for o Plan, organize, and design a WEEK 8 Organizer
Developing Materials suitable exercises ○ Requirement

IV. Materials Evaluation

1. Definition and o Revise, practice, edit, and WEEK 9
Principles in Materials proofread to improve the
Evaluation development of the worksheets.

2. Qualities of Each Unit o Identify the different ways of

of Materials should evaluating materials
Reflect
o Apply the principles on evaluating
3. Types of Materials the materials
Evaluation
o Differentiate the different types of
evaluating materials

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MIDTERM EXAM
V. Materials Adaptation By the end of this chapter, students will WEEK 10 ○ Video Lectures Common
1. Principles and be able to: ○ Handouts assessment
Procedures for o Discuss the principles of materials ○ Interactive methods that will
Adapting Materials adaptation discussion be use are:
o Identify the techniques for ○Oral Reports ○ ePortfolio
materials adaptation ○Hands-on ○ Exit Ticket
o Explain reason in adapting activities ○ Recitation
materials ○ Quizzes
o Apply the evaluation processes in WEEK 11 ○ Graphic
2. Teacher-centered and adapting materials Organizer
Learner-centered o Differentiate teacher-centered ○ Requirement
Approach to from learner-centered instruction
Adaptation o Determine the advantages and
disadvantages of teacher and
leaner-centered approach
3. Key Features of o Identify the significant features in
Materials Adaptation adapting materials WEEK 12

4. Materials and Digital o Integrate digital technology in a

Technology
language-learning classroom

o Incorporate social media

interactive tools in language
teaching

o Design games for interactive

learning

o Create their own e-learning kit

SEMI-FINAL EXAM
IV. Developing Specific Types By the end of this chapter, students will WEEK 13- ○ Video Lectures Common
of Materials be able to: 15 ○ Handouts assessment
1. Teaching Grammar ○ Interactive methods that will
o Develop an instructional materials discussion be use are:
2. Teaching Vocabulary suitable for every macro skills ○Oral Reports ○ ePortfolio
language teaching ○Hands-on ○ Exit Ticket
3. Developing Reading activities ○ Recitation

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Skills o Create a specific material that ○ Quizzes

caters for the students different ○ Graphic
4. Developing Writing learning styles and cultural Organizer
Skills differences ○ Requirement

5. Developing Speaking
Skills

6. Developing Listening
Skills

7. Developing Viewing
Skills

8. Developing for Cultural

Awareness

FINAL EXAM – DIGITAL STORYTELLING

RUBRIC FOR ASSESSMENT

The following rubrics shall be used for assessment as applicable

REFLECTIVE ESSAY RUBRIC

3 Approaching the 2 Attempts the Poin

Category 4 Target 1 Baseline
Standard Standard ts
Focus Sharp, distinct Apparent point made No apparent but Minimal evidence
The single controlling controlling point about a single topic evidence of a of a topic
point made with an made about a single with sufficient specific topic
awareness of task about topic with evident awareness of task
a specific topic awareness of task
Content Substantial, specific, Sufficiently develop Limited content Superficial and/or
The presence of ideas and/or illustrative content with with inadequate minimal content
developed through facts, content adequate elaboration elaboration or
examples, anecdotes, demonstrating strong or explanation explanation
details, opinions, development and

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statistics, reasons, and/or sophisticated ideas

explanations
Organization
The order developed and
sustained within and
across paragraphs using
transitional devices and
including introduction and
conclusion
Style
The choice, use and
arrangement of words
and sentence structures
that create tone and
voice
Conventions
Grammar, mechanics,
spelling, usage and
sentence formation
Sophisticated Functional Confused or Minimal control of
arrangement of arrangement of inconsistent content
content with evident content that sustains arrangement of arrangement
and/or subtle a logical order with content with or
transitions some evidence of without attempts at
transitions transition
Precise, illustrative Generic use of a Limited word Minimal variety in
use of a variety of variety of words and choice and control word choice and
words and sentence sentence structures of sentence minimal control of
structures to create that may or may not structures that sentence
consistent writer’s create writer’s voice inhibit voice and structures
voice and tone and tone appropriate tone
appropriate to to audience
audience
Evident control of Sufficient control of Minimal control of The number of
grammar, mechanics, grammar, mechanics, grammar, spelling errors
spelling, usage and spelling, usage and mechanics, significantly
sentence formation sentence formation spelling, usage and distracts from the
sentence formation readability of the
piece.

INTERVIEW-BASED RESEARCH RUBRIC

3 Approaching the 2 Attempts the Poin

Category 4 Target 1 Baseline
Standard Standard ts
Introduction The interviewee The interviewee The interview The interview
described the interview described the described the described
event in detail and interview event and interview event but little about the
skilfully introduce the introduces the person say little about the interview
person interviewed. interviewed. person interviewed. event or person
interviewed.

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Preparation The interview was
extremely well
prepared, with all
questions written in
advance and a plan for
how to redirect the
subject if the
conversation went
astray.
Clarity of The interview had a
Purpose very clear purpose that
was stated at its
beginning, and the
purpose was reflected
throughout the
questions
Organization The interviewee
demonstrated careful
listening by interjecting
effective follow up
questions to significant
responses. Effectively
elicits relevant
elaboration of answers.
Presentation of The interviewee
Findings identified at least three
main points learned
from the interview and
conveys a clear sense
of what he/she learned
and how he/she might
apply it in the future.
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The interview was The interview was The interview was not
somewhat well poorly prepared, with prepared at all.
prepared, with most only a few questions
questions written in written in advance.
advance.
The interview had a The interview had a The interview had no
purpose, but it was not purpose, but it was discernible purpose.
stated clearly and was not stated or
reflected in most of reflected in the
the questions. questions.
The interviewee The interviewee gave The interviewee gave
demonstrated little evidence of little or no evidence
attentiveness by careful listening by of listening; marches
interjecting follow-up largely ignoring through prepared
questions to responses potentially relevant questions without
that may have greater responses and regard to responses.
significance, if moving on to the Does not elicit
pursued. May elicit next prepared elaborated
some relevant question. Elicits little responses.
elaboration of elaboration
answers.
The interviewee The interviewee The interviewee
identified at least two conveyed conveyed little, if
main points he/she little sense of what any, sense of what
learned from the you learned from the he/she learned from
interview and convey interview the interview.
a sense of what he/she or how you might
learned and how you apply it
might apply it in the in the future.
future.
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EVALUATING ELT MATERIALS RUBRIC

Poin
Category 4 Exemplary 3 Good 2 Fair 1 Minimal
ts
Observation Thoroughly and Assess most of the Offers only a basic Makes a very
accurately assess the contents of the assessment of the brief or erroneous
contents of the textbook correctly textbook and may attempt at
textbook which include errors identifying the
include objectives, basic
activities, exercises, characteristics of
etc. the textbook
Analysis and In-depth analysis; all Only modest Adequate in parts; Almost entirely
Evaluation key aspects abstraction beyond gaps in logical descriptive; little
identified, related and facts; some potential development; many abstraction
rigorously evaluated connections missed; poorly supported beyond facts;
overly derivative generalizations weak progression
of ideas
Interpretation Explains and give Explains and give Offers 1 example in Wasn’t able to
examples of the examples of the which a source is place any of the
meaning and meaning and placed in a broader sources in
usefulness of all the usefulness of more context broader context
sources and places than 1, but not all
them within a broad sources
context
Conclusion and Effectively Ties up all loose ends Does not tie up Concluding
Recommendation summarizes the in satisfactory loose ends; it is paragraph is
argument; suggested fashion; added short/concluding missing
strong recommendation statement just ends
recommendation
Writing Presentation Exemplary in all Technical expression Ambiguity in Poor or sloppy
respect, with no or sound; few errors but stating facts; poor expression;
very few lapses; complex concepts not sentence control technical aspect
precision evident adequately conveyed with frequent deficient; unclear
grammatical lapses

DEVELOPING LEARNING MATERIALS RUBRIC

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Poin
Criteria 4 3 2 1 ts

Criteria I: Functionalities of Materials

A Visual Attractiveness
The size of the material is big enough to be seen by the farthest students in the
classroom.
The material is colorful, and attractive to make it more engaging to the learners.
.
B Relativity
The instructional material that is being used is extremely suited to the class
discussion. It successfully aids the difficulty of all the students and it helps them
learn more easily about the topic being discussed.
C Portability
The design of instructional material shows accessibility and kept handy for day-to-
day elements students engage in to meet learning goals.
D Sufficiency
The material conveys an overall sense of purpose and direction that is motivating
to students and aimed at the learning goals. It communicates a purpose for each
lesson or activity [aimed at the learning goals] and relates it to the other lesson or
activity.

Criteria II: Technicalities in Designing Materials

A Unity
The material presents a general and united theme. The information, pictures,
graphics and instructional design are carefully planned, selected, organized and all
aligned to the specific topic .
B Simplicity
The material displays simple and interesting but not too overcrowding and
overpowering the concept of the instructional material which make use of phrases,
short sentences, pictures and images in accomplishing learning goals.
C Legibility and Clarity
The material indicates a readable font text and font style and high definition
pictures that can be seen even from afar.
D Consistency
The material demonstrates constancy in the content, design, font size & style, and
color of the instructional materials. It holds together the theme and topic of the
discussion.

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Teacher Comments
__________________________________________________________________________________________________________________________________
_____________________________________________________________________________.

Student Comments
__________________________________________________________________________________________________________________________________
_____________________________________________________________________________.

REFERENCES

Masuhara, H., Mishan F., & Tomlinson, B. (Eds.). (2017). Practice and Theory for Materials Development in L2 Learning. Newcastle
upon Tine: Cambridge Scholars

Tomlinson, B. (Ed.). (1998). Materials Development in Language Teaching. Cambridge: Cambridge University Press

The Bridge School (2008). Instructional framework for effective learning.

Retrieved on December 10,
http://www.bridgeschool.org/activities/framework.php

OTHER REQUIREMENTS AND ASSESSMENTS

Aside from the final output, the student will be assessed at other times during the term by the following:

 Reflection Paper
 ePortfolio
 Performance Task
 Oral Reports
 eLearning Kit

Learner’s’ Assessment (Grading System)

Quizzes 20%
Requirements 20%
o Recitation/Participation
o ePortfoilo
o Assignment

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o Performance Task

Attendance 10%
Final Requirements 20%
Major Examination 30%

Total 100%

Course Policies

1. Regular attendance is required for all students; three (3) unexcused absences will mean automatically dropped from the
course.
2. A student is responsible for his/her absence; no make-up projects will be given.
3. Wearing of the University students’ ID and uniform at all times is required for all the students except when having field
activities.
4. Active participation individually or in group is expected.
5. Fifteen (15) minutes of tardiness is equivalent to one (1) period of absence.
6. Student shall abide the instructor/professor’s policy on the submission of learning outputs based on the metrics and
deadlines given.
7. Others (agreed upon by the class)

Prepared by: Reviewed: Approved:

CLIFFORDSON B. TAGSIP __________________________ _______________________

Instructor Program Coordinator Dean/ Associate Dean

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