Enhancement of English Language

MODULE 1

I. READING, WRITING & GRAMMAR

A. Introduction

Reading and writing go together. To make sense of what you have written, it has to be done in a
manner that it can be read meaningfully. In the pre-instruction assessment that you took, many did not
do the last part of the examination – composition (or writing). Many students find writing a strenuous
activity, that’s why they leave this out in exams. This is understandable given that English is a second
language (ESL) to you –Filipino students. Not only do Filipino students lack ideas to write about but they
do not have the tools to do it. Composition is a skill that must be developed proficiently by students
majoring in English language, as you all are.

This enhancement program in English is based on the assumptions raised by Ruetten (2003) and
fully subscribed to by your teacher:

1. Reading, writing, and thinking are interrelated activities.

2. To write well, writers must engage with ideas. They must find ideas interesting and connect
them to their knowledge and experience. The more the student writers are intrigued by
ideas, the more time and effort they will spend in writing about them.
3. Writers must be aware of the context on which they are writing. They must understand the
expectations of academic audiences and the ways of thinking that typically fulfill those
expectations. Since rhetorical strategies vary from culture to culture, ESL students may not
be familiar with the conventions of academic discourse in English. ESL students, therefore
can profit from explicit discussion and analysis of the methods of development and
strategies that English-language writers use in academic discourse.
4. Fluency in writing is not to be confused with grammatical accuracy; writers need to develop
both. When creating a text, writers focus on rhetorical and organizational issues. Once the
text has been drafted, they need to pay attention to grammatical accuracy.

BOX A
ACTIVITY M-1
Take note of the following italicized words/phrases:
- rhetorical strategies
- conventions of academic discourse
- explicit discussion
- fluency in writing
You can take the phrase apart and look up the meaning of the difficult words in the
dictionary. Try to explain in your own words what you understand from the italicized phrases.
Write your ideas about the phrases in your notebook.
 B. Objectives

Module 1 introduces the students to the course. At the end of the readings and activities, the students
will:

1. Become familiar with the basics of the paragraph form: topic, topic sentence, support, unity,
and coherence.
2. Identify the main idea, controlling idea, and the concluding sentence in a given paragraph
3. Use the most common sentence structures and major verb tenses in their journal writing
4. Compile all lessons by module in an organized and neat package.

C. Mechanics of the Enhancement of English as a Second Language

The assumptions mentioned earlier underlie the way this course is implemented

1. Journal writing focused on the students’ experiences is the main vehicle for their journal entries.

BOX B
KEEPING A JOURNAL
A journal is a notebook in which you can write about anything. You can write about your
thoughts, ideas, dreams, frustrations, studies, and friends. It is a place where you can reflect
on your life and make observations about the world around you. You can also, reflect on your
writing – on how you write, what is easy, and what is hard.
In this course, you will use your journal to write on topics during the schedule when the
class is supposed to meet with the teacher or at a time convenient to you in this pandemic
times.
Because your journal is a place for you to write freely, teachers are not supposed to
grade it or mark grammatical errors. BUT, since journal writing is used in this course as a
medium for teaching grammatical accuracy, I will correct grammatical errors as I respond to
what you have written.
Copying has been observed in many students’ submissions in the past terms. THIS WILL
NOT BE TOLERATED IN THIS COURSE. YOU WILL BE ASKED TO WRITE AND REWRITE AND
REWRITE IF YOU SUBMIT COPIED SUBMISSIONS. Further, IF YOU PERSIST ON SUBMITTING
COPIED WRITE UPS, PENALTY WILL BE METED OUT. BE CAUTIONED.

2. Your journal will be collected in time with the schedule for prelim, midterm, prefinal and final
exams.
3. Using the Internet will be a big help to you. You can use the YouTube to learn from many
competent bloggers in English grammar. Do a keyword search for “online writing labs.”
4. All the activities, exercises and tasks will be kept in a separate notebook and will be collected
together with the journals.
5. There will be several stand-alone lessons in every module to realize the objectives of the
module.
6. Each lesson will include reading, composition, and grammar components.
7. Broadening vocabulary to enhance one’s fluency will be every student’s concern. The student
will use her/his own strategy for widening his/her own vocabulary.
 Module 1: Lesson 1
Introducing the Paragraph: The Topic Sentence

SUB-OBJECTIVES:

1. To identify the parts of a paragraph.

2. To read about and reflect on learning to write
3. To review independent and dependent clauses and their punctuation.
ANTICIPATORY SET:
To be dubbed BSEd, major in English graduate, you need to possess the competencies specified
ATTACHMENT M-1 (A).

LESSON PROPER

A. The Parts of a Paragraph

The journal entries you write in almost all subjects consist of paragraphs. Although a journal is
something personal, but done as part of the course, it is an academic activity.

A paragraph is a small unit of writing that focuses on one idea. This one idea is explained and
developed in the paragraph. The first line of each paragraph is indented. The indentation signals the
beginning of a new paragraph.

A paragraph has three parts: a topic sentence, support, and conclusion. The topic sentence
tells the topic (what the paragraph is about) and the writer’s attitude or idea about the topic. The
supporting part of the paragraph explains, describes, or develops the main idea given in the topic
sentence. The conclusion of the paragraph usually summarizes or comments on the main idea. The
length of the paragraph depends upon the complexity of the topic. The three main parts are illustrated
in the paragraph in BOX C written by a student. The topic sentence is in bold print and the concluding
sentence is underlined.

BOX C
Parents can help their children be successful in school by encouraging them.
Children usually enjoy playing games instead of studying their boring lessons, so
parents have to take the responsibility to monitor their studying and to remind them
to do their homework at home after school. Parents should also encourage their
children to study by buying story books with pictures, or they can buy text books or
tapes that help children learn to spell or read. The best way to encourage children to
study efficiently is to reward them when they get an “A.” As a child, I experienced
this. My parents gave me a gift if I had studied well, and then I was very excited. So,
if parents really want their children to succeed in school, they need to pay attention
to their children’s studies and encourage them.
- Truong Dihn
The Topic Sentence

The topic sentence is the main-idea sentence. It is the most general and most important
sentence of the paragraph. It tells the following:

The topic – what the paragraph is about

The controlling idea – the writer’s attitude or the idea about the topic.

The controlling idea is a word or phrase that focuses or controls the information in the rest of
the paragraph. The reader can ask questions about the controlling idea and expect to have them
answered in the paragraph.
In the paragraph in BOX C, the topic sentence is the following:

Parents can help their children be successful in school by encouraging them

The topic sentence is how parents can help children succeed in school; the controlling idea is
encouraging. The reader might ask the following questions and expect the paragraph to answer them:

How can parents encourage their children?

What specific things should parents do to encourage their children?
How will this encouragement lead to success?

Because a paragraph is a short piece of writing, the topic sentence for the paragraph must be
precise. A topic sentence that is too broad and vague will be difficult to develop adequately in one
paragraph. Look at this topic sentence:

Pollution is a problem.

There are many kinds of pollution and they each create a variety of problems. The writer would
limit the topic to a particular kind of pollution and focus on a particular problem. The topic sentence
below is more focused:

The pollution of Saggumayon River has caused problems for the dwellers along the riverside.

The topic sentence can appear in a number of places in a paragraph. Often it is the first
sentence of the paragraph. Putting the topic sentence at the beginning helps the writer to remember
the controlling ideas. It also helps the reader to focus quickly on the important information in the
paragraph.

The topic sentence can also appear in the middle or at the end of the paragraph. It is possible
for the topic sentence not to appear in the paragraph at all; it can be implied. In this case, the writer has
the topic sentence in his or her mind and uses it to control the paragraph. If the writer uses an implied
topic sentence, he or she must be sure that the reader can clearly understand the writer’s attitude or
controlling idea from the flow of ideas in the paragraph.
APPLICATION

BOX D
ACTIVITY M-1 (1)

I. Instruction: Study the pairs of topic sentences in BOX D. Enclose in parentheses the
number of the better topic sentence in each pair. The first one is done as an example. Do
ACTIVITY M-2 in your notebook.

Example: 0. Divorce creates problems for parents and children.

(0.0). When their parents divorce. Children often feel insecure.

1. Pio Duran is an interesting place to visit.

2. The beaches in Pio Duran are attractive tourist destinations.

3. Exercise is good for your heart.

4. Walking as a daily exercise is good for the heart.

5. Computers are more important now than ever before.

6. Computers make revising an essay easy.

7. Parents influence children.

8. My parents taught me to value education.

9. Reading is a good hobby.

10. Reading is an educative hobby.

II. Study the paragraph in BOX E. Write out the topic sentence of the paragraph on the blank
provided.

BOX E
ACTIVITY M-1 (2)
The next time you go shopping at the LCC Department Store, pay attention when the saleslady
is checking out items. You can see the price of each item coming up on the computer screen one at a
time, and you can also hear the computer repeating the price. The only thing that the saleslady has to
do is just pass the items over the surface of the computer, and it takes care of the rest. Then, when
the saleslady finishes checking the items, the computer prints out a total list of all your items,
including taxes. A saleslady, depending on how fast she moves, can check out hundred of items in
eight to ten minutes. Indeed, the computer had speeded up the checkout process in stores.
-Huynh Tran
Topic sentence: ___________________________________________________________________
________________________________________________________________________________
 Module 1: Lesson 2
Introducing the Paragraph: Support
SUB-OBJECTIVES:

1. To identify the support parts of a paragraph.

2. To create three possible sentences of support that could be included in a paragraph for a given
topic.
ANTICIPATORY SET:
You will be reading and writing paragraphs in this lesson as you did in Lesson 1. Revisit Lesson 1
and be able to determine the controlling idea of a paragraph.
LESSON PROPER
The support in a paragraph explains or develops the topic sentence. The support part can be
narratives, details, facts, examples, explanation, or statistics. All the support related to the main idea
stated in the topic sentence and shows why the topic sentence is valid.
Here is a brief list of the support in the paragraph in BOX C (See the paragraph in BOX C again).
Notice that all of the support sentences explain ways that parents can encourage their children.
Topic Sentence:
Parents can help their children be successful in school by encouraging them.

Support:

1. Parents can encourage children by reminding them to do their homework.

2. Parents can encourage children by buying them books and tapes to help them learn.
3. Parents can encourage children by rewarding them

APPLICATION

Read the paragraph in BOX F and identify the topic sentence and support sentences. BE
ACCURATE IN COPYING SENTENCES. ANY ERROR WILL BE DEDUCTED FROM YOUR SCORE.

BOX F
ACTIVITY M-1 (3): TOPIC SENTENCE AND SUPPORT
The Internet is a very useful tool for college students. For example, students can learn about
different culture. They can have a friend in China and compare cultures using email. As a result, they
can understand and appreciate other culture better. If they have a math problem, they can easily find
a tutor or help on the internet. Students who want to learn a different language can find places
where they can listen to tapes to simulate a teacher. If they have to do a research paper on a specific
topic, all they have to do is to go to the Internet and they will find the information instantly. The
Internet is useful to college students in many ways. – Diana I. Robledo
Topic sentence: ___________________________________________________________________
___________________________________________________________________.
Support:
1. __________________________________________________________________________
 __________________________________________________________________________
2. __________________________________________________________________________
__________________________________________________________________________
3. __________________________________________________________________________
__________________________________________________________________________
4. __________________________________________________________________________
__________________________________________________________________________

ASSESSMENT

Write three possible sentences of support that could be included in each paragraph in BOX G.
SUPPORT SHOULD BE BASED ON YOUR EXPERIENCE. DO NOT COPY. YOUR SUBMISSIONS WILL BE RATED
65 (FOR BOTH THE ONE WHO COPIED AND THE ONE WHO LET SOMEBODY COPY).

BOX G
TASK M-1
1. Topic sentence: Digital learning in these pandemic times is costly.
Support: __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Support: __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Support: ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Topic sentence: Digitizing instruction is a poor substitute to face-to-face instruction in a rural
town like Pio Duran.
Support: _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Support: _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Support: _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. Topic sentence: Watching TV is an effective way to learn spoken English.
Support: _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Support: _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Support: _________________________________________________________________
_________________________________________________________________
 _________________________________________________________________
Module 1: Lesson 3
Introducing the Paragraph: Conclusion

SUB-OBJECTIVES:

1. To identify the conclusion part of a paragraph.

2. Write in correct paragraph form the topic sentences and the support created for each topic
sentence observing proper indention, capitalization, punctuation and spelling.
ANTICIPATORY SET:
Be sure that you have a complete set of the four lessons in Module 1 in your notebook, or, if
printed, be sure to put them in an organized learning package.

LESSON PROPER
The conclusion of a paragraph summarizes or comments on the main idea. In a one-paragraph
composition the conclusions is one or two sentences. Often, the concluding sentences close the
paragraph by returning to the main idea of the paragraph. They do this by repeating a key word or
phrase from the topic sentence. Notice how the writer of the paragraph in BOX C repeats key words in
the paragraph.

Topic sentence:

Parents can help their children be successful in school by encouraging them.

(key word) (key word)

Concluding Sentence:

So, if parents really want their children to succeed in school. They need to pay attention to their
(key word)
children’s studies and encourage them.
(key word)

Sometimes in the concluding sentences, the writer does not use the exact key words from the
topic sentence but rephrases them, using other words that mean the same thing. This gives variety to
the paragraph. Notice how the key words in the topic sentence above could be rephrased:

Concluding Sentence:

Parents who want their children to do their best is school must support and pay attention to
(rephrased) (rephrased)
them.
APPLICATION/ASSESSMENT

Do Task M-2

1. Copy neatly and accurately in your notebook the paragraph in BOX F written by Diana I.
Robledo. Observe the following:
a. CORRECT INDENTION, CAPITALIZATION, PUNCTUATION AND SPELLING OF WORDS.
b. CORRECT PARAGRAPH FORM.
c. USE CURSIVE WRITING (letters joined together – tarakod-takod)
d. Use upper and lower case letters.

2. Do the following in your rewritten paragraph:

a. Circle the key words the writer uses in both the topic sentence and conclusion.
b. Rewrite the concluding sentence, rephrasing the key words.

N.B. YOU WILL BE RATED ON FOLLOWING INSTRUCTIONS. IF YOU DO NOT FOLLOW INSTRUCTIONS,
YOUR PAPER WILL BE RATED 65.

UNNAMED SUBMISSION WILL BE THROWN AWAY.

BOX F
TASK M-2
TOPIC SENTENCE AND SUPPORT
The Internet is a very useful tool for college students. For example, students can learn about
different culture. They can have a friend in China and compare cultures using email. As a result, they
can understand and appreciate other culture better. If they have a math problem, they can easily find
a tutor or help on the internet. Students who want to learn a different language can find places
where they can listen to tapes to simulate a teacher. If they have to do a research paper on a specific
topic, all they have to do is to go to the Internet and they will find the information instantly. The
Internet is useful to college students in many ways. – Diana I. Robledo

Rewritten paragraph:

DO NOT USE THIS SPACE FOR REWRITING YOUR PARAGRAPH.

Rewritten concluding sentence, with rephrased key words. _______________________________

________________________________________________________________________________
 Module 1: Lesson 4
Introducing the Paragraph: Providing a Title

SUB-OBJECTIVES:

1. Provide titles to the given paragraphs.

2. Write neatly and accurately observing correct paragraph form.

ANTICIPATORY SET:
Now that you have created support sentences to the given topic sentences in TASK M-1,
REWRITE the three paragraphs in your notebook neatly in correct paragraph form using cursive writing.

LESSON PROPER

A composition should have a title. The title introduces the reader to the composition. So it
should give a clue to the main point of the composition. Usually, the title is a relevant word or phrase,
not a complete sentence. All the major words in the title are capitalized. The title should not have
quotation marks (“ “) around it.

The paragraph in BOX C is reproduced here. Reread it and look at the possible titles for the
paragraph.

BOX C
Parents can help their children be successful in school by encouraging them.
Children usually enjoy playing games instead of studying their boring lessons, so
parents have to take the responsibility to monitor their studying and to remind them
to do their homework at home after school. Parents should also encourage their
children to study by buying story books with pictures, or they can buy text books or
tapes that help children learn to spell or read. The best way to encourage children to
study efficiently is to reward them when they get an “A.” As a child, I experienced
this. My parents gave me a gift if I had studied well, and then I was very excited. So,
if parents really want their children to succeed in school, they need to pay attention
to their children’s studies and encourage them.
- Truong Dihn

Possible titles for the paragraph

1. Success in School
2. Helping Your Child Succeed in School
3. Encouraging Children to Succeed.
APPLICATION/ASSESSMENT

Do Task M-3 in BOX H

BOX H
TASK M-3
PROVIDING A TITLE TO A PARAGRAPH

Rewrite in correct paragraph form the topic sentences and support that you wrote in your Task M-1 in
BOX G. There are three topic sentences and you were expected to write support sentences for each
topic sentence.

Reproduce them in your notebook providing a title for each.

The topic sentences are given below:

1. ___________________________________________________________
(Title)

Digital learning in these pandemic times is costly. ______________________

____________________________________________________________________.
(Support sentence 1)
____________________________________________________________________
(Support sentence 2)
____________________________. ______________________________________
Support sentence 3
_____________________________________________ . ……

____________________________________________________ __

2. ________________________________________________________________
(Title)

Digitizing instruction is a poor substitute to face-to-face instruction in a rural town

like Pio Duran. [PROVIDE 3 SUPPORT SENTENCES]
_____________________________________ ___________________

3. _________________________________________________________________
(Title)

Watching TV is an effective way to learn spoken English. ___________________

______________________________________________________________________.
______________________________________________________________________
 Module 1: Lesson 5
EXPANDING A PARAGRAPH INTO AN ESSAY
SUB-OBJECTIVES:

1. Write an essay narrating one’s learning experiences in the pandemic times.

2. Write neatly and accurately observing correct paragraph form and the convention in formal
essay writing.
ANTICIPATORY SET:
Now you are ready to narrate in readable paragraph form your schooling experiences during
these pandemic times. But first, you will have to relearn what an essay is. You have been doing essays
in the past. With this lesson, I hope your next essay submission will be much improved.
LESSON PROPER
A paragraph is a small unit of writing that focuses on one idea. Sometimes a topic is too
complex or broad for a single paragraph, and the writer expands the discussion of the topic into several
paragraphs, into an essay. An essay is an expanded discussion of a single topic. It contains the same
parts as a paragraph: an introduction, support, and conclusion. The structure of an essay is similar to
the structure of a paragraph. See Figure 1 below.

Essay

Paragraph Introduction
With
Topic Sentence Thesis Statement

Topic Sentence
Support
Support

Topic Sentence

Support
Conclusion

Conclusion

Figure 1. The Parts of an Essay

 A. The Thesis Statement

The thesis statement is the main-idea sentence for the entire essay. It gives the attitude,
opinion, or idea that the writer is going to develop in the essay. Like a topic sentence, the thesis
statement tells the topic and controlling idea. Unlike a topic sentence, it controls the whole essay, not
just one paragraph.

An essay has an overall thesis statement to focus its man idea. At the same time, the supporting
paragraphs of the essay have topic sentences. These topic sentences relate to and develop some aspect
of the controlling idea of the essay.

Guidelines to recognize and write a thesis statement:

1. A thesis statement must be a complete sentence.

The benefits of the computer. (Not a thesis statement)
The computer can help students to do research. (Thesis statement)
2. A thesis statement gives an opinion, attitude, or idea; it should not just announce the topic of
the essay.
I am going to discuss the effects of VCRs. (Not a thesis statement)
VCRs have increased the choices for viewers (Thesis statement)
3. A thesis statement is more interesting when it expresses an opinion, not a fact, because facts
cannot be argued.
Most aluminum cans have flip tops. (Not a thesis statement)
Flip tops make aluminum cans hard to open. (Thesis statement)
4. A thesis statement is not a question (but will often be the answer to a question).
What are the advantages of credit cards? (Not a thesis statement)
Credit cards are convenient. (Thesis statement).

BOX I
ACTIVITY M-1 (4)
RECOGNIZING THESIS STATEMENTS
I. Using the guidelines above, decide if the following phrases and sentences are thesis
statements. Answers should be written in your notebook. If the phrase/statement is not
a thesis statement, REWRITE IT by making it a thesis statement.
1. What are the effects of flexible learning on students’ academic performance?
2. I would like to tell you about my unfavorable experience with video games.
3. Without basic computer skills, it is difficult to use a digitized library.
4. What are the effects of absence of face-to-face instruction on students’ learning?
5. How can the YouTube platform help in students’ learning?

II. The following are general topics. Write a thesis statement for each topic.
Example: exercising
Thesis statement: Regular exercise has great benefits for both young and elderly people.
1. Owning a motorcycle as s school transportation
2. Use of cellular cell phones in digital learning.
3. Computer gaming
4. Teenage pregnancy
5. Texting
 B. The Introduction

An essay has an introduction of one or more paragraphs. The number of paragraphs in the
introduction depends upon the length and complexity of the essay. Short essays (up to ten pages)
usually have just one introductory paragraph). The following characteristics will help you evaluate and
write an introduction. The following characteristics will help you evaluate and write an introduction.

1. The introduction should be inviting. It should be interesting enough to make the reader
want to continue reading.
2. The introduction gives the following:
The topic – what the essay is about
The thesis statement – the writer’s attitude or idea about the topic.
3. The thesis statement can appear any place in the introduction. Often, however, the thesis
statement is the last sentence of the introduction.

Traditionally, the introductory paragraph of an essay is represented as an inverted triangle. The

paragraph begins by introducing the general idea of the topic and narrows to the specific idea of the
thesis statement. This is why the thesis statement is often the last sentence of the introduction.

BOX J
ACTIVITY M-1 (5)
EVALUATING THESIS STATEMENTS
Instruction: Read the following introductory paragraphs. For each one, answer these questions.
Write your answers in your notebook.
1. Is the paragraph inviting?
2. What is the topic it introduces?
3. What is the thesis statement?
4. Is the paragraph an inverted triangle?

1. As we know, language is the most important means of communication. Without it, we human
beings seem like other animals, like monkeys or elephants. Most countries around the world
have their own language, however, English is a world language because it is spoken by
millions of people in the Western Hemisphere, Asia, and Africa. Especially to foreign students
and immigrants or refugees who settle in the U.S.A., English has become essential to
communicate with native people.
- Bachvan Doan
2. Computers are a wonderful invention. They have spread out from businesses to most families
and have become very popular. In most jobs, computers have been used as efficient and
reliable workers. They can remember enormous amounts of information and retrieve data in
a very short time. For this reason, computers can save people a lot of time.
- Truong Dihn
3. Today, computers are a part of our daily lives in almost every area. In education, especially in
high school and college, students nowadays are equipped with computers to make their lives
easier and their education more progressive. Using a word processor in writing, accessing the
school or library via a computer network or modem, getting an e-mail – these are only a few
of the ways that computers are useful to students.
-Luan Ngo
 C. The Support

The supporting paragraphs of the essay are all related to the thesis statement. Each paragraph
discusses one aspect of the main idea. This aspect is generally stated in a topic sentence. The
paragraph then supports the main idea by giving facts, details, examples, or explanations.

D. The Conclusion

An essay usually has a concluding paragraph. This paragraph brings the essay to a close in a
logical way.

The following characteristics will help you evaluate and write a conclusion. A conclusion can:

1. Briefly restate the main points of the essay.

2. Restate the thesis of the essay.
3. Make a prediction.
4. Return to the general idea the essay started with.

APPLICATION/ASSESSMENT

Do TASK M-4 in BOX K

BOX K
TASK M-4
WRITING AN ESSAY

Writing Assignment

Instruction: Reflect on your schooling experience without face-to-face instruction. Write an essay
about the challenges and struggles you faced in your studies. Your essay should not be
fewer than 500 words. It should contain the parts of an essay discussed in Lesson 5 – i.e.
thesis statement, introduction, support and conclusion. Your essay will form part of
your PRELIM grades. The essay should be:
1. either handwritten or encoded
2. written/printed in short bond paper
3. double spaced to make room for teacher’s comments.
4. Submitted together with the journals and notebook on the scheduled date.

NO ESSAY, NO PRELIM GRADE.

Frajenkin-08-22-22

ALL 5 LESSONS IN MODULE 1 ARE TO BE COMPLETED IN FOUR WEEKS.

ATTACHMENT M-1 (A)

1. Degree Program. The degree program is called Bachelor of Secondary Education (BSEd) Major in
English.
2. Nature of the Field of Study
The BSEd is an undergraduate teacher education program designed to equip learners with
adequate and relevant competencies to teach in their chosen area of specialization/major in the
secondary level.
3. Degree/Program Goalsv
The BSEd degree program aims to develop highly motivated and competent teachers
specializing in the content and pedagogy for secondary education.
4. Specific Professions/Careers/Occupations for graduates
After completion of all academic requirements for the degree/program, graduates of BSEd
should be able to practice the teaching profession in the Secondary Level.
5. Allied Fields
The BSEd degree program draws from various allied discipline like social sciences, science, math,
technology, languages, and humanities to ensure that the graduates have a multi-disciplinary
preparation in content and pedagogy.
6. Program Outcomes
The minimum standards for the BSEd degree program are expressed in the following set of
learning outcomes:
6.1. Common to all programs in all types of schools.
The graduates have the ability to:
a. Articulate and discuss the latest developments in the specific field of practice
b. Effectively communicate in English and Filipino, both orally and in writing
c. Work effectively and collaboratively with a substantial degree of independence in multi-
disciplinary and multi-cultural teams.
d. Act in recognition of professional, social, and ethical responsibility
e. Preserve and promote “Filipino historical and cultural heritage (based on RA 7722).
6.2. Common to the discipline (Teacher Education)
a. Articulate the rootedness of education in philosophical, socio-cultural, historical,
psychological, and political contexts
b. Demonstrate mastery of subject matter/discipline
c. Facilitate learning using a wide range if teaching methodologies and delivery modes
appropriate to specific learners and their environments
d. Develop innovative curricula, instructional plans, teaching approaches, and resources
for diverse learners
e. Apply skills in the development and utilization of ICT to promote quality, relevant, and
sustainable educational practices
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting
learning processes and outcomes
g. Practice professional and ethical teaching standards sensitive to the local, national, and
global realities
h. Pursue lifelong learning for personal and professional growth through varied
experiential and field-based opportunities.
 6.3. Specific to Bachelor of Secondary Education major in English
a. Possess broad knowledge of language and literature for effective learning
b. Use English as a glocal language in a multilingual context as it applies to the teaching of
language and literature
c. Acquire extensive reading background in language, literature, and allied fields
d. Demonstrate proficiency in oral and written communication
e. Show competence in employing innovative language and literature teaching
approaches, methodologies, and strategies
f. Use technology in facilitating language learning and teaching
g. Inspire students and colleagues to lead relevant and transformative changes to improve
learning and teaching language and literature
h. Display skills and abilities to be a reflective and research-oriented language and
literature teacher.

7. Performance Indicators
A. BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH

Program Outcomes Performance Indicators

a. Possess broad  Integrate the relationship of language, literature,
knowledge of culture, and society in the teaching-learning
language and process
literature for  Conduct an independent investigation of a selected
effective learning structure of English in the context of the language
classroom
 Critique selected literary pieces using appropriate
literary theories
b. Use English as a  Incorporate features of English as a glocal language
glocal language in a in the design of the curriculum, learning activities,
multilingual and materials
context as it  Draft a proposal for an implement a community-
applies to the based English language – or literature-based
teaching of learning program
language and
literature
c. Acquire extensive  Prepare an annotated reading list appropriate for a
reading particular grade level to enhance students’ reading
background in skills
language,  Show the ability to enrich the curriculum to include
literature, and an extensive reading list for learning language,
allied fields literature, and allied fields

d. Demonstrate  Utilize a variety of oral communication forms in

proficiency in oral order to become an effective model to learners
and written  Prepare original compositions in expository and
communication creative writing

e. Show competence  Employ a variety of innovative teaching

 in employing approaches, methodologies, and strategies
innovative  Design learning plans following expectations of the
language and curricula for Grades 7 -10
literature teaching  Perform one independent and one supervised
approaches, teaching demonstration
methodologies,  Construct appropriate assessment tools for the
and strategies language and literature classroom
f. Use technology in  Design computer-assisted language and literature
facilitating learning tasks
language learning  Prepare one independent and one supervised
and teaching technology-based lesson
g. Inspire students  Conduct a community language profiling survey to
and colleagues to make lessons more localized
lead relevant and  Draft a proposal for and implement a community-
transformative based English language- or literature-based
changes to learning program
improve learning
and teaching
language and
literature
h. Display skills and  Conduct a comprehensive language profiling to
abilities to be a identify students’ needs
reflective and  Conduct an analysis of assessment results to
research-oriented improve teaching and learning in the language
language and classroom
literature teacher  Conduct research concerning the teaching and
learning of language and literature.

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