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VPAA-QF-10

CvSU Vision Republic of the Philippines CvSU Mission


The premier university in
historic Cavite recognized for
CAVITE STATE UNIVERSITY Cavite State University shall provide
excellent, equitable and relevant educational
excellence in the development Don Severino de las Alas Campus opportunities in the arts, science and
of globally competitive and Indang, Cavite technology through quality instruction and
morally upright individuals. relevant research and development activities.
It shall produce professional, skilled and
morally upright individuals for global
T3 TANZA CAMPUS competitiveness.
TEACHER EDUCATION DEPARTMENT
Students are expected to live by and stand for the following University tenets:

TRUTH is demonstrated by the student’s objectivity and honesty during examinations, class activities and in the development of projects.
Core
EXCELLENCE is exhibited by the students’ self-confidence, punctuality, diligence and commitment in the assigned tasks, class performance
Values
and other course requirements.
SERVICE is manifested by the students’ respect, rapport, fairness and cooperation in dealing with their peers and members of the community.
In addition, they should exhibit love and respect for nature and support for the cause of humanity.
Goals of T3 Campus shall endeavor to achieve the following goals:
the 1. Provide high quality instruction in order to produce skilled, morally upright and globally competitive graduates;
College/ 2. Develop and pursue advance research activities through arts, sciences and technology to support instruction; and
Campus 3. Develop and Conduct extension activities that will empower local people and communities
The department shall endeavor to:
Objectives 1. Provide and maintain high quality and globally updated courses to obtain optimum learning;
of the 2. Administer relevant researches in the different areas of education and management studies to produce globally competitive and
Departmen morally upright professionals; and
t 3. Conduct relevant community services to propagate necessary information to target clienteles to maintain humility but improve
humanity.
Program Educational Objectives (based on the program CMO)
1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts
2. Demonstrate mastery of subject matter/discipline
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes
7. Practice professional and ethical teaching standards sensitive to the local, national, and global realities
8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities

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COURSE SYLLABUS
First Semester, AY 2019-2020
Course Course Lecture 
BSEE 23 Structure of English Type Credit Units 3
Code Title Laboratory ___
Course Develops the ability to use the phonological, lexical, syntactic, and semantic structures of English with ease and explain the form, meaning,
Description and use of their elements (as per CMO 75 s.2017)
BSEE 21 – Introduction to
Pre- Course Schedule Lecture: Outcomes-based Education / Research
Linguistics (as per CMO 75
requisites TBA Laboratory: N/A
s.2017)
Student Outcomes and Relationship to Program Educational Objectives
Program/Student Outcomes (based on the program CMO) Program Educational Objectives (based on the program CMO)
(as per CHED CMO 75 s.2017) 1 2 3 4 5 6 7 8
The students should:
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.
Shows 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
Course Outcomes and Relationship to Student Outcomes
Program Outcomes Addressed by the Course Program Outcomes Code
After completing this course, the students must be able to: A B C D E F G H
1. Clarify the meaning of basic concepts in analyzing grammar I I I E E D D D
2. Bring together current concepts in linguistics in the analysis of
I I I E E D D D
English phonology, morphology, and syntax
3. Demonstrate analytical skills pertaining to complex English
I I I E E D D D
syntactic structures
4. Explore the interaction of context and grammatical structures in
I I I E E D D D
oral and written discourse (pragmatics)
*Level : I-Introductory E- Enabling D-Demonstrative

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COURSE COVERAGE
No. of
Intended Learning Teaching and Learning Outcomes-based
Hours Topic Resources Needed
Outcomes (ILO) Activities (TLA) Assessment (OBA)
Lec Lab
1.5 n/a At the end of the class, the I. Introduction to Teaching Activity: Deviarini, D. et. Al. Cognitive Outcome:
students will be able to: the Course Grammaticality, Deep
a. Phonological, Lecture vs. Surface Structures Test #1
1. Determine the lexical, Review and Ambiguity.
relationship among syntactic and Downloaded on July 1, Reflection Paper
phonological, semantic Learning Activity: 2019
lexical, syntactic structures of What have I realized in
and semantic English Group sharing Parenting Patch (Sept. grammar that I have
structures of b. Form, Individual recitation 15, 2011).The Form- never realized before
English meaning, and Function Method: after today’s lesson?
1.5 n/a 2. Explain the use of Teaching Grammar with
relationship among language Grammatical form and
form, meaning, elements of Grammatical Function.
and use in English English Downloaded on
structure structure 7/1/2019 at
https://parentingpatch.co
m/form-function-method-
teaching-grammar-
grammatical-form-
grammatical-function/

3 n/a At the end of the class, the II. Review of the Teaching Activity: O’Brien, E. (2018). Parts Cognitive Output:
students will be able to: Parts of Speech of Speech Quick Guide.
and their roles in Lecture Downloaded at Test #2
1. Review the parts of the English Review www.english-grammar-
speech phrases, clauses revolution.com on July 1, Reflection Paper:
2. Discover how and sentences Learning Activity: 2019.
phrases, clauses, Is diagramming difficult?
and sentences are Group sharing What could be my
diagrammed using Individual recitation and apprehensions?
the parts of speech board work

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1.5 n/a At the end of the class, the III. Diagramming Teaching Activity: O’Brien, E. (2019). Cognitive Output:
students will be able to: Sentences: Grammar Revolution.
Subjects and Lecture Lectures in diagramming Oral Sentence
a. Diagram the Verbs Review @ https://www.english- Diagramming with a
following: grammar-revolution.com partner and alone
IV. Diagramming Learning Activity:
 Subjects and Modifiers: Test #3, 4, 5, 6
verbs Adjectives and Group sharing
 Adjectives and Adverbs Individual recitation and Reflection Paper:
adverbs board work
1.5  Prepositional MASTERY TIME What do you think about
phrase diagramming sentences?
1.5  Coordinating V. How to Diagram a
conjunctions Prepositional
Phrase
b. Work with dyads,
groups and the VI. Diagramming
whole class Coordinating
mastering the first Conjunctions
four lessons
1.5 MASTERY TIME

1.5 n/a PRELIMINARY EXAMINATION


1.5 n/a At the end of the class, the VII. Diagramming Teaching Activity: O’Brien, E. Grammar Cognitive Output:
students will be able to: Interjections and Revolution. Lectures in
Nouns of direct Lecture diagramming @ Oral Sentence
a. Diagram the Address Review https://www.english- Diagramming with a
following: grammar-revolution.com partner and alone
VIII. Diagramming Learning Activity:
 Interjections Four Types of Test #7, 8, 9, 10
and nouns of Verb (Part 1) Group sharing
direct address Individual recitation and Reflection Paper:
1.5  Four types of MASTERY TIME board work
verbs How far have you gone
1.5  Adverb IX. Diagramming on diagramming? How do
clauses Four Types of you rate yourself?
Verbs (Part 2)
b. Work with dyads,

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groups and the X. Diagramming
whole class Subordinating
mastering the first Conjunctions:
four lessons Adverb Clauses

1.5 MASTERY TIME

1.5 n/a At the end of the class, the XI. Diagramming Teaching Activity: O’Brien, E. Grammar Cognitive Output:
students will be able to: Relative Revolution. Lectures in
Pronouns: Lecture diagramming @ Oral Sentence
a. Diagram the Adjective Review https://www.english- Diagramming with a
following: Clauses grammar-revolution.com partner and alone
Learning Activity:
1.5  Adjective MASTERY TIME Test #11, 12, 13
clauses Group sharing
 Noun clause XII. The Noun Clause Individual recitation and Reflection Paper:
1.5  Verbals board work
XIII. Diagramming As we come to the end of
b. Work with dyads, Verbals sentence diagramming,
groups and the what have you realized
1.5 whole class MASTERY TIME about writing sentences in
mastering the first English?
four lessons

1.5 n/a MIDTERM EXAMINATION


1.5 n/a At the end of the class, the XIV. Introduction to Teaching Activity: Tanaka, S. Grammatical Cognitive Output:
students will be able to: Basic Concepts – Competence in English.
language, Lecture CIFLE Report No. 9 Test #14, 15, 16, 17
a. Explain the basic grammar, Review COCONE Institute for
concepts of competence, Language Institute Group Analysis:
English language performance, Learning Activity:
b. Analyze the surface/deep Carroll J. B. (1975) Within the group, discuss
following theories: structures Group sharing Towards a Performance the basic concepts of
 Transformation Individual recitation and Grammar of core language, Chomsky’s
1.5 al Generative XV. Introduction to board work Sentences in Spoken theories and Fillmore’s
analysis (N. Chomsky’s and Written English. theory of TGG, IC, and
Chomsky) Transformation Journal of Structure CG. Come up with a
 Case Generative Learning. report of your analysis.

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Grammar (C. Grammar (TGG), Meurers, D. (2004). Rubric:
Fillmore) and Fillmore’s Introduction to language,
 Immediate Case Grammar Handout No. 1 (loose  Accuracy of
Constituent papers) analysis (25%)
Analysis (N.  Consolidation of
1.5 Chomsky) XVI. Syntactic Grammar Handbook. individual
c. Analyze the Structures Capella University, remarks (25%)
different structures Minneapolis. (loose  Reporting (25%)
of syntax papers)  Overall
XVII. Analysis of worthiness of
1.5 English syntax Deep Structure and discussion (25%)
using the Surface Structure, Paper
Immediate 6 (Descriptive
constituent Linguistics)
Analysis (IC) of
N. Chomsky
1.5 n/a At the end of the class, the XVIII. Transformati Teaching Activity: PNU class reports from Cognitive Output:
students will be able to: onal various PhD students
Processes – Lecture (2012). Philippine Oral Sentence
a. Confidently make a Questions Review Normal University LBEL Diagramming with a
tree diagram of the (Yes/No), Do- Department. partner and alone
question form and insertion, Learning Activity:
negation from Wh- Test #18, 19
surface to deep movement in Group sharing
structure questions Individual recitation and Reflection Paper:
b. Have mastery of board work
1.5 tree diagramming MASTERY TIME What is my point of view
of tree diagramming? Will
1.5 XIX. Negation, it be able to help me
Indirect achieve my purpose to
Object learn English correctly?
Switch

1.5 MASTERY TIME

1.5 n/a PREFINAL EXAMINATION

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1.5 n/a At the end of the class, the XX. Passivization Teaching Activity: PNU class reports from Cognitive Output:
students will be able to: various PhD students
1.5 MASTERY TIME Lecture (2012). Philippine Oral Sentence
a. Discover the Review Normal University LBEL Diagramming with a
1.5 easiness of XXI. Relativization Department. partner and alone
passivizing a (sentence Learning Activity:
sentence embedding) Test #20, 21
b. Discover sentence Group sharing
1.5 embedding in MASTERY TIME Individual recitation and Reflection Paper:
relativization board work
through tree Was I able to see the
diagramming connection of surface and
deep structure to tree
diagramming?

1.5 n/a At the end of the class, the XXII. Complementati Teaching Activity: PNU class reports from Cognitive Output:
students will be able to: on and various PhD students
Subjectivizatio Lecture (2012). Philippine Oral Sentence
a. Transpose n (Subject Review Normal University LBEL Diagramming with a
elements of a Fronting) Department. partner and alone
sentence through Learning Activity:
1.5 subject fronting in MASTERY TIME Test #22, 23
complementation Group sharing
and XXIII. Case for Individual recitation and Reflection Paper:
1.5 subjectivization Case board work
b. Discover Fillmore’s (FIlmore) Overall, what did
case for case out Structure of English do to
1.5 of the TG of N. MASTERY TIME my academic life as a
Chomsky future English teacher?
Can I say now that it is
easy to teach grammar?

1.5 n/a FINAL EXAMINATION


54 N/A - NOTHING FOLLOWS -

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COURSE REQUIREMENTS
Suggested Lecture Requirements:

*All exams must follow a Table of Specifications (TOS) and Rubrics for evaluation of student’ performance or projects.
All students enrolled in this class must bring the following mandatory requirements:
a. Extended envelope color light blue (large)
b. Three brown envelopes (small)
c. ¼ Index Card (Write your: Name, Student Number, Age, Birthday, CP Number and 1 ID picture pasted on the upper right side of the card.
d. One whiteboard marker (black)
GRADING SYSTEM
Midterm Examination – 20% Requirements 15%
Finals Examination – 20% Class Participation 8%
Preliminary Examination – 10% Attendance 7%
Prefinal Examination – 10%
Quizzes – 10% _________
_________
70% 30%

TOTAL = 100%

STANDARD TRANSMUTATION TABLE FOR ALL COURSES


96.7 – 100.0 1.00
93.4 – 96.6 1.25
90.1 - 93.30 1.50
86.7 – 90.0 1.75
83.4 – 86.6 2.00
80.1 – 83.3 2.25
76.7 – 80.0 2.50
73.4 – 76.6 2.75
70.00 – 73.3 3.00
50.0-69.9 4.00
Below 50 5.00
INC Passed the course but lack some requirements.
Dropped If unexcused absence is at least 20% of the Total Class Hours.

Total Class Hours/Semester: (3 unit Lecture – 54 hrs)

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CLASS POLICIES
A. Attendance
Students are not allowed to have 20% or more unexcused absences of the total class hours; otherwise, they will be graded as “DROPPED”.

B. Classroom Decorum
Students are required to:
1. wear identification cards and the prescribed uniform at all times;
2. turn off or put in silent mode cellular phones during class hours;
3. clean the classroom before and after classes;
4. avoid unnecessary noise that might disturb other classes;
5. practice good manners and right conduct at all times;
6. practice gender sensitivity and awareness inside the classroom; and
7. come to class on time.

C. Examination/ Evaluation
1. Quizzes may be announced or unannounced.
2. Mid-term and Final Examinations are scheduled.
3. Cheating is strictly prohibited. A student who is caught cheating will be given a score of ”0” for the first offense. For the second offense, the
student will be automatically given a failing grade in the subject.
4. Students who will miss a mid-term or final examination, a laboratory exercise or a class project may be excused and allowed to take a special
exam, conduct a laboratory exercise or pass a class project for any of the following reasons:
a. participation in a University/College-approved field trip or activity;
b. due to illness or death in the family; and
c. due to force majeure or natural calamities.

REFERENCES & SUPPLEMENTARY READINGS


References:

A. Required Textbook/Workbook

Celce-Murcia. M. & Larsen-Freeman D. (1999). The grammar book (2nd Edn). Rowley, Mass: newbury House Pub. (In PDF form).
Downloaded on July 4, 2019 at https://flaviamcunha.files.wordpress.com/2013/03/the-grammar-book-an-eslefl-teachers-course-
second-editiona4.pdf

B. Laboratory Manual (if with laboratory)

n/a

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C. Reference Books (must be found in the Library or Reading Room)

n/a

D. Electronic References (E-books/Websites)

REVISION HISTORY
Revision
Date of Revision Date of Implementation Highlights of Revision
Number
1 June 28, 2018 August 13, 2018 Improvement of the contents of the course
2 July 4, 2019 August 5. 2019 Followed the new course description as per
CMO 75 s.2017. All contents in this syllabus is a
product of intensive research to answer the
requirements of the course description
3
Prepared by: Evaluated by: Approved:

NOEL B. MANARPIIS, PhD MILDRED A. SEBASTIAN NOEL A. SEDIGO, MSc.


Assistant Professor II Department Chairperson Campus Administrator
CP # +63 955 – 570 – 3679 TEACHER EDUCATION DEPARTMENT Campus: T3 Tanza Campus
E-mail Address: E-mail Address:
noeru.sensei@gmail.com; mildred.sebastian@cvsu.edu.ph
derfuhrer06@yahoo.com mildredsebastian0125@gmail.com
Consultation Schedule:
T / 10:00 – 12:00

Date Prepared: July 4, 2019 Date Evaluated:_________________________ Date Approved: ________________________

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