MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BSEd-SYL-ENGL 01

COLLEGE OF TEACHER EDUCATION

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SYLLABUS IN ENGL 01 ENGLISH FOR TEACHERS
Effectivity Date August 2019

VISION OF THE A premier Philippine university by 2028.

UNIVERSITY
MISSION OF THE To develop virtuous human capital and sustainable innovations in a knowledge-driven global economy.
UNIVERSITY
CORE VALUES Knowledge – Upholding knowledge as empowerment, we aim to develop intelligent individuals who can make informed decisions.
Inclusivity – We support and encourage diversity and collaboration, engaging in programs that promote growth and development for all sectors of society.
Professionalism – Reared in a merit-based environment, we commit ourselves to the highest standards of ethics and professionalism.
Spirituality and Social Responsibility – We are committed to providing holistic development that inculcates love and service to God, humanity and the
environment.

INSTITUTIONAL Anchored on the university’s Vision, Mission, and Core Values, the Mariano Marcos State University institutional learning outcomes are qualities that MMSU
OUTCOMES graduates must possess.

MMSU graduates should be able to:

1. Demonstrate adequate knowledge, skills, and attitudes to be effectively integrated into a knowledge-driven global economy;
2. Maintain a high degree of ethics, professionalism, discipline and accountability;
3. Communicate effectively and articulate ideas through various modalities and in diverse contexts;
4. Commit themselves to lifelong learning and personal development to achieve excellence;
5. Analyze problems and issues critically, and develop ideas and innovative solutions to respond to the needs of local, national and global communities;
6. Display spiritual values through respect for and service to God, humanity, and country;
7. Practice social and environmental responsibility;
8. Collaborate with and maintain harmonious relationships with others;
9. Respect multicultural diversity;
10. Engage in activities that promote growth and empowerment for all sectors of society;
11. Make informed, intelligent, fair and equitable decisions; and
12. Show appreciation for and contribute to the development and preservation of cultural heritage.

GRADUATE ATTRIBUTES Anchored on the university’s Vision, Mission, and Core Values, MMSU graduates must be:
1. globally competent;
2. professional;
3. effective communicator;
4. lifelong learner;
5. innovative;
6. spiritual;
7. socially responsible;
8. collaborative;
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COLLEGE OF TEACHER EDUCATION
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SYLLABUS IN ENGL 01 ENGLISH FOR TEACHERS
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9. respectful to diversity;
10. empowered;
11. critical thinker; and
12. culturally responsive.

COLLEGE GOALS 1. Provide quality professional preparation for teachers in the basic education levels.
2. Offer adequate instruction in the elementary, secondary, and collegiate levels.
3. Undertake research and extension on relevant areas to improve the quality of higher education in particular and the quality of life in general.
4. Conduct continuing education and training of teachers and allied clients through the various programs of the Center for Teaching Excellence and
Graduate Education Program.
5. Develop innovative materials for instruction and training.

PROGRAM OUTCOMES The Bachelor of Secondary Education graduates must:

1. Demonstrate knowledge, skills, attitudes, and in-depth understanding of the diversity of learners in various learning areas for a knowledge-driven
global economy.
2. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) on the different subject areas.
3. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
4. Manifest excellent communication skills through various modalities, higher order thinking skills and appropriate use of technology in various contexts
to accelerate learning and teaching.
5. Demonstrate positive attitudes of a model teacher with high degree of ethical values, professionalism and accountability both as an individual and as a
professional.
6. Manifest a desire to commit themselves to lifelong learning through personal and professional development.
7. Demonstrate the ability to analyze problems and issues critically, and develop ideas and innovative solutions to respond to the need of local, national
and global communities.
8. Exhibit spiritual values through respect for and service to God, country and humanity.
9. Demonstrate social and environmental responsibility in and out of the school and community.
10. Practice collaboration and maintain harmonious relationships with others in the pursuit of academic excellence, research and community
development.
11. Create opportunities for the appreciation and preservation of cultural heritage.

COURSE OUTCOMES At the end of the course, the students must have:
1. used the fundamentals of English grammar either in oral or written;
2. enhanced their speaking skills to enable them to use general, social and professional language;
3. developed their reading and reading comprehension skills;
4. improved their writing skills to enable to respond to input, applying information to a specified task; and

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COLLEGE OF TEACHER EDUCATION
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SYLLABUS IN ENGL 01 ENGLISH FOR TEACHERS
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5. used English accurately, meaningfully and appropriately in oral and written discourses.

COURSE SYLLABUS

COURSE CODE ENGL 01

COURSE TITLE ENGLISH FOR TEACHERS

CREDIT UNITS 3

COURSE PREREQUISITE

COURSE DESCRIPTION This course aims to develop would-be teachers’ general capacity to a level that enables them to use English in their professional and
academic environment. Specifically, it equips them the basic study and thinking strategies to enhance their reading comprehension skills.
Likewise, it aims to enhance their communication skills, whether it be in oral and written discourse, to be able to carry out effectively their
profession in the future.

CONTENT OUTLINE AND TIMEFRAME

TIME FRAME COURSE CONTENT /SUBJECT MATTER

Student Orientation
Vision and Mission of the University
Core Values and Institutional Outcomes
1 hour and 30 minutes
Graduate Attributes
College Goals and Program Outcomes
Course Outcomes and Course Requirements
Unit 1: The Teaching Profession
Reading: Why Choose to Become a Teacher? (An Informative Article)
Study and Thinking Strategy: Summarizing
10 hours and 30 minutes Grammar: Basic Subject-Verb Agreement Rules (I)
Writing: Writing Speeches for School-related Activities
Speaking: Delivering a Speech in School-related Activities

10 hours and 30 minutes Unit 2: The Teacher’s Report

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SYLLABUS IN ENGL 01 ENGLISH FOR TEACHERS
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Reading: The Teacher’s Narrative Report (A Sample)

Study and Thinking Strategy: Scanning and Skimming
Grammar: Simple Past Tense
Writing: Writing a Narrative Report
Speaking: Oral Presentation of a Narrative Report

Unit 3: The Teacher’s Letter

Reading: The Teacher’s Request Letter (A Sample)
Study and Thinking Strategy: Note taking while Reading
10 hours and 30 minutes Grammar: Simple Present and Future Tense
Writing: Writing Letters/Announcements to Conduct School-related Activities
Speaking: Conducting Meetings/Interview

Unit 4: The Teacher’s Success Story

Reading: Passing the BLEPT: A Rewarding Experience (A Success Story)
Study and Thinking Strategy: Test-taking Strategies
10 hours and 30 minutes Grammar: Basic Subject-Verb Agreement Rules (II)
Writing: Writing Instructions/Directions in Examinations
Speaking: Conducting Oral Examinations

Unit 5: The Teacher’s Accountability

Reading: My Duties and Responsibilities as a Teacher (An Informative Article)
Study and Thinking Strategy: Underlining/Highlighting
10 hours and 30 minutes Grammar: Modals
Writing: Writing Accomplishment Report
Speaking: Conducting Panel Discussions/Round-table Discussions

LEARNING PLAN:

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SYLLABUS IN ENGL 01 ENGLISH FOR TEACHERS
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Values
Desired Learning Outcomes Teaching and Learning Assessment Task Resource
Course Content/Subject Matter Time Table Infused/
(DLO) Activities (TLA’s) (AT’s) Materials
Competencies
At the end of the unit, the students Unit 1: The Teaching Profession
must have: Reading Tasks 1. paper and LCD projector 10 hours
Reading: Why Choose to Become a Teacher? pencil test and 30
1. employed critical/ (An Informative Article) Interactive Discussion (quiz/long Laptop minutes
functional/active reading test)
strategies in reading informative Study and Thinking Strategy: Summarizing Lecture Method Slides
texts; 2. class presentations
Grammar: Basic Subject-Verb Agreement Grammar Exercises participation
2. observed subject-verb agreement Rules (I) Handouts
Writing Tasks 3. performance
in written and oral discourse;
Writing: Writing Speeches for School-related assessment Adapted
Activities Simulation Activities / (rubrics) texts related
3. written speeches (e.g.
Dramatization 3.1. written to teaching
welcome/opening remarks, Speaking: Delivering a Speech in School-related outputs profession
inspirational message, closing Activities 3.2. oral
remarks); outputs Worksheets

4. delivered speeches in a public

audience.

At the end of the unit, the students Unit 2: The Teacher’s Report
must have: Reading Tasks 1. paper and LCD Projector 10 hours Appreciate the
Reading: The Teacher’s Narrative Report pencil test and 30 values
1. employed critical/ (A Sample) Group Discussion (quiz/long Laptop minutes embedded in
functional/active reading test) printed
strategies in reading narrative Study and Thinking Strategy: Scanning and Lecture Method Slides materials
texts; Skimming 2. class presentation through
Grammar Exercises participation applying the
2. used simple past tense in written Grammar: Simple Past Tense Copies of various
Writing Tasks 3. performance adapted texts reading
or oral discourse;
Writing: Writing a Narrative Report assessment related to strategies
Simulation Activities / (rubrics) teaching
3. written narrative report;
Speaking: Oral Presentation of a Narrative Dramatization 3.1. written profession
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COLLEGE OF TEACHER EDUCATION
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SYLLABUS IN ENGL 01 ENGLISH FOR TEACHERS
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Report outputs
4. presented orally narrative reports 3.2. oral Worksheets
using ICT tools. outputs

At the end of the unit, the students Unit 3: The Teacher’s Letter
must have: Reading Tasks 1. paper and LCD Projector 10 hours Recognize,
Reading: The Teacher’s Request Letter pencil test and 30 respect, and
1. employed critical/ (A Sample) Group Discussion (quiz/long Laptop minutes appreciate the
functional/active reading test) grammatical
strategies in reading narrative Study and Thinking Strategy: Note taking Lecture Method Slides rules in the
texts; while Reading 2. class presentation English
Grammar Exercises participation language in
2. used simple present and future Grammar: Simple Present and Future Tense Copies of order to
Writing Tasks 3. performance adapted texts produce
tense in written or oral discourse;
Writing: Writing Letters/Announcements assessment related to effective
to Conduct School-related Activities Simulation Activities / (rubrics) teaching discourses
3. written request letters to conduct Dramatization 3.1. written profession
school-related activities; and Speaking: Conducting Meetings/Interviews outputs
3.2. oral Worksheets
4. observed protocols in conducting outputs
meetings / interviews.

At the end of the unit, the students Unit 4: The Teacher’s Success Story
must have: Reading Tasks 1. paper and LCD Projector 10 hours
Reading: Passing the BLEPT: A Rewarding pencil test and 30
1. employed critical/ Experience (A Success Story) Group Discussion (quiz/long test) Laptop minutes
functional/active reading
strategies in reading informative Study and Thinking Strategy: Test-taking Lecture Method 2. class Slides
texts; Strategies participation presentation
Grammar Exercises
2. observed subject-verb agreement Grammar: Basic Subject-Verb Agreement 3. performance Copy of
Rules (II) Writing Tasks assessment adapted texts
in written and oral discourse;
(rubrics) related to
Writing: Writing Instructions/Directions Simulation Activities / 3.1. written teaching
3. written instructions/directions in
in Examinations Dramatization outputs profession
examinations; and 3.2. oral
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SYLLABUS IN ENGL 01 ENGLISH FOR TEACHERS
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Speaking: Conducting Oral Examinations outputs Worksheets

4. observed guidelines in conducting
oral examinations.

At the end of the unit, the students Unit 5: The Teacher’s Accountability
must have: Reading Tasks 1. paper and LCD Projector 10 hours
Reading: My Duties and Responsibilities pencil test and 30
1. employed critical/ as a Teacher (An Informative Group Discussion (quiz/long test) Laptop minutes
functional/active reading Article)
strategies in reading informative Lecture Method 2. class Slides
texts; Study and Thinking Strategy: Underlining/ participation presentation
Highlighting Grammar Exercises
2. used modals in oral and written 3. performance Worksheets
Grammar: Modals Writing Tasks assessment
discourse;
(rubrics) Copy of
Writing: Writing Accomplishment Report Simulation Activities / 3.1. written adapted texts
3. written accomplishment reports;
Dramatization outputs related to
Speaking: Conducting Panel Discussions/ 3.2. oral teaching
4. observed protocols in conducting Round table Discussions outputs profession
panel/round table discussion.

Textbooks/References

Abrams, R. (2010). Successful business plan: Secrets and strategies. Redwood, California: Planning Shop.

Adler, R., Elmhorst, J. M., & Lucas (2012). Communicating at work: Strategies for success in business and the professions.

Anderson, K. & Tompkins, P. (2015). Practicing communication ethics: Development, discernment and decision-making. UK: Routledge.
Axelrod, R. & Cooper, C. (2013). The St. Martin’s guide to writing: 10th edition. Bedford: St. Martin’s Publishing.

Biber, D. & Conrad S. (2009). Register, genre, and style. Cambridge: Cambridge University Press.

Bullock, R. & Goggin, M. (2013). The Norton field guide to writing, 3rd edition. Norton and Company.

Chase, R. & Shamo, S. (2013). Elements of effective communication, 4th edition. Washington, Utah: Plain and Precious Publishing.

Disclaimer: Reproduction of this document is allowed subject

to compliance to the Documented Information Procedure
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COLLEGE OF TEACHER EDUCATION
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SYLLABUS IN ENGL 01 ENGLISH FOR TEACHERS
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Dainton, M. & Zelley, E. (2015). Applying communication theory for professional life: A practical introduction, 3 rd edition. Sage Publications.

Lehman, C. & DuFrene, D. (2011). Business communication. Mason, Ohio: South- Western Cengage Learning.

Lucas, S. (2011). The art of public speaking. New York: McGraw Hill.

Miller, K. (2004). Communication theories: Perspectives, processes, and contexts, 2 nd edition. New York: McGraw Hill.

Mooney, A., Peccel, J.S., La Belle, S., et al. (2010). Language, society, and power: An introduction, 3rd edition. London: Routledge. New York: McGraw Hill.

Searles, G. (2014). Workplace communication: The basics, 6th edition. Boston: Allyn & Bacon.

Sygoco, S. B. (2018). Principles and competencies in purposive communication. Great Books Trading

Wallace, C. (2005). Critical reading in language education. Basingstoke and New York: Palgrave McMillan.

COURSE REQUIREMENTS PERFORMANCE STANDARD (ASSESSMENT CRITERIA)

Accomplished Grammar Worksheets Class Standing (Attendance, Quizzes,
Portfolio of Written Outputs Recitation, Long Exams, etc.) 25%
Major Outputs or Projects 30%
Midterm Examination 20%
Final Examination 25%
-------------------------------------------------------------------
Total
100%
COURSE POLICIES Students enrolled in this course are expected to observe the following rules:

1. Per University policy, excused/unexcused absences should not exceed 20% of the assigned number of hours for a 3-unit course (54 hours
in this subject) equivalent to about 11 hours of lecture sessions. More than 20% absences incurred during the semester would mean
being dropped from the class roll.
2. In this course, attendance is essential. You will be doing a number of learning tasks individually or collaboratively. As such, when you are
absent from class, you actually miss a lot. Absent students will be responsible for finding out what material was covered and what
assignments were made. No make-up will be given.
3. Mobile phones should be on silent mode in class; take an important/urgent call outside. Use electronic devices only when needed for
reports or the like.
4. Academic integrity must be integral in all course-related work. All academic work submitted must be the result of independent thought
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COLLEGE OF TEACHER EDUCATION
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SYLLABUS IN ENGL 01 ENGLISH FOR TEACHERS
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and research. Utilized sources in work, whether print or non-print, should be properly acknowledged via the assigned referencing style.
Plagiarism is a major offense.
5. All assignments should be handed in on or before due date as specified by the teacher-in-charge. All assignments are requirements, not
optional. No submission of such requirements would mean a zero mark. All assignments should be completed on or before the last day of
the semester.
6. Other course policies are stated in Student Handbook under Student Conduct and Discipline (Student Handbook Revised Edition 2014, p.
80)
7. Consultation, whether scheduled or not, especially in the days or weeks before submission of a requirement is highly encouraged.

CONSULTATION PERIOD 01:00 – 04:00 MF

FACULTY-IN-CHARGE RONALD CANDY S. LASATEN
Academic Rank: Associate Professor II
PRC #: 0789101 (valid up to 01/16/2023)
Mobile: +63 917 548 4773
Email Address: [email protected]

PREPARED BY: RECOMMEND APPROVAL: APPROVED:

RONALD CANDY S. LASATEN ROSABEL L. ACOSTA ELIZA T. SAMSON PRIMA FE R. FRANCO

Faculty Chairperson, Secondary Education Department Dean Vice President for Academic Affairs

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