COURSE SYLLABUS

PROGRAM: MAJOR IN ENGLISH

COLLEGE: EDUCATION

Prepared by: Reviewed by: Recommending Approval by: Approved by:

Giovanni A. Alcain,LPT,CST MA. ROSSINI L. BALILI, BSA,MAED,ED.D/GENER A.

College Professor BALILI,Ph.D
President/VPAA

COURSE /CODE: LING 3 COURSE TITLE: STRUCTURE OF ENGLISH

CREDIT UNIT (S): Three (3) LECTURE: 54 hours LABORATORY: None
PRE-REQUISITE(S): NAME: Giovanni A. Alcain
DEGREE: BSED-English ( MAT-Eng. Ongoing)
CONTACT NUMBER: 09384021615
EMAIL:[email protected]
CONSULTATION TIME/PLACE: 8am-5pm @5th floor JHS Faculty
VISION
“PCT is the center of excellence that provides innovative programs and services geared towards global competitiveness through quality training and education to
various local and foreign stakeholders.”

MISSION
“PCT is a new generation college that provides secondary, tertiary and vocational education, skills certification and manpower industry. It features competency
based approach and laddered programs with strong industry linkages serving diverse students, professional industry partners through modern and innovative
programs and services.”

GOALS
To achieve its mission, the College aims to:
a. Create competitive advantages in the marketplace that are not only unique and valuable but also difficult for competitors to copy or substitute
b. Invigorate curricula and teaching methods to improve learning outcomes and produce graduates that meet global demands
c. Prepare profession - ready learners who can contribute to the socio-economic development of their community
d. Ensure the PCT is a great place to learn and work
e. Ensure a diverse healthy community that reflects the mission and culture of PCT
COURSE DESCRIPTION: This course describes how English sentences are constructed and you will develop the skills necessary to analyze sentence
structure. In so doing you will use some of tools and methods of modern linguistics. You will also confront some popular myths about the English language and
discover why they are false. Furthermore, this course investigates the elements of the English language and how these elements are organized in such a way as
to allow speakers and writers to combine them to convey messages which can be instantly decoded by listeners (readers). The emphasis will be on grammar
(syntax and morphology), although we will also explore some of the connections between grammar and semantics. In the first and larger part of the course,
students will be introduced to the grammar of Standard Modern English, learning terminology and analytical techniques which linguists use to build on and
modify traditional grammar.
CURRICULUM MAP

Subject Classification: Professional Course

Legend
L
Program Outcomes Specific to BS Education. Learning of competency
Subject Description
PO1 PO2 PO3 PO4 P PO5Practice of competency
Structure of English L P P L O O Opportunity of development

TARGETED JOB POSITIONS: Teacher/Educator

INSTITUTIONAL GRADUATE OUTCOMES (IGO): After graduating from PCT, students shall be able to:

GO1 Generate ideas, design, systems or information with resourcefulness, imagination, insight, originality, aesthetic judgment, teaching approach and technique
to meet current and emerging needs and can use innovative methods and technologies to solve problems and making decisions in the educational paradigm.
GO2 Acquire the self-confidence and self-discipline to pursue their intellectual curiosities with integrity in both their personal and professional lives.
GO3 Obtain the knowledge and communication skills necessary to access evaluate and interpret ideas, images, and information critically in order to
communicate effectively, reach conclusions and solve problems.
GO4 Respect the inter-relatedness of the global environment, engages with diverse people, and acknowledges the significance of their daily actions relative to
broader issues and events.
GO5 Take responsibility for their own impact on the earth by living a sustainable and ethical lifestyle.
PROGRAM INTENDED LEARNING OUTCOME: A PCT Graduate of Education should be able to:

PO1 Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning;
PO2 Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes;
PO3 Have a deep and principled understanding of how educational processes relate to larger historical social, cultural and political processes;
PO4 Have a meaningful and comprehensive knowledge of the subject matter they will teach;
PO5 Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment and
teaching approaches;
PO6 Have direct experience in the field/classroom (e.g. classroom observations, teaching assistance, practice teaching);
PO7 Demonstrate and practice the professional and ethical requirements of the teaching professions.

COURSE INTENDED LEARNING OUTCOME:

CO1 Enable the learner to communicate effectively and appropriately in real life situation;
CO2 Use English effectively for study purpose across the curriculum;;
CO3 Develop interest in and appreciation of English language and Literature;
CO4 Develop and integrate the use of the four language skills i.e. Reading, Listening, Speaking and Writing;
CO5 Extend dictionary skills (e.g., multiple meanings, parts of speech) using an English-English dictionary Vocabulary;
CO6 Apply appropriately the parts of speech in English language communication;
CO7 Demonstrate mastery in using sentence structure, sentence pattern, and different types of sentences in oral and written forms.

COURSE OUTLINE AND TIME FRAME

WEEK COURSE CONTENT/ SUBJECT MATTER
1 Noun
2 Pronoun
3 Verb
4 Adverb
5 Adjective
6 Preposition
7 Conjunction
8 Interjection
9 Basic Sentence Pattern
10 Structure of Sentence
11 Types of Sentence 1.1
12 Types of Sentence 1.2
13 Introduction to Linguistics: Overview
14 Grammar: Overview
15 The Sounds of English
16 Theories of Language Teaching
17-18 Language Teaching Methodology
 LEARNING PLAN

COURSE LEARNING PLAN

Time Student Learning Outcome (SLO) Topics Teaching Learning Student Assessments Resource Materials
Frame At the end of the lesson the students will be Activities (TLAs)
able to:
Week 1 Define and provide examples of nouns; Orientation in the Lecture Graded Recitation Reference books
Online/Modular
Use nouns (words) in sentences while upholding Course Interactive discussion Written/Electronic Quiz Graphics and videos
grammatical integrity; presentation
Functions of Nouns Videos presentation: Evaluation of
Identify various objects (e.g., door, ceiling, and https://youtu.be/F0E Group/individual output Electronic Modules
desk). Types of Nouns SmyMenCQ Outputs
LING 3 Structure of
Noun Gender Further Reading: Experiential Exercises English
https://www.eslconve exercise/sample
rsationquestions.com handouts

Online references
Week 2 Recognize pronouns and distinguish them from Kinds of Pronoun Lecture Graded Recitation Reference books
other parts of speech;
Personal Pronoun Interactive discussion Written/Electronic Quiz Graphics and videos
Distinguish between singular, plural, subjects, and presentation
object pronouns; Reciprocal Pronoun Videos presentation: Evaluation of
https://youtu.be/RnM Group/individual output Electronic Modules
Categorize pronouns according to its function in a x_vUy4N0 Outputs
sentence. LING 3 Structure of
Further Reading: Experiential Exercises English
https://www.factmons exercise/sample
ter.com/features/gra handouts
mmar-and-
spelling/pronouns-
subjective-objective- Online references
 possessive-
demonstrative-more
Week 3 Use proper placing of verb in a sentence; Definition Lecture Graded Recitation Reference books

Recognize irregular verb and its past participle in a Verb Aspects Interactive discussion Written/Electronic Quiz Graphics and videos
certain context; presentation
Verb Tenses Evaluation of
Make an essay and manifest proper use of modals. Videos presentation: Group/individual output Electronic Modules
Auxiliary Verb https://youtu.be/PQG Outputs
_gYFePD4 LING 3 Structure of
Modals Experiential Exercises English
exercise/sample
Further Reading:
handouts

Online references
Week 4 Create or select vivid adjectives to enhance their Restricted Lecture Graded Recitation Reference books
writing as they write and revise;
And Non-Restricted Interactive discussion Written/Electronic Quiz Graphics and videos
Distinguish shades of meaning among closely Adjectives presentation
related adjectives; Videos presentation: Evaluation of
Order of Adjectives https://youtu.be/UsKp Group/individual output Electronic Modules
Complete passages with appropriate use of t4FRc2c Outputs
adjectives. LING 3 Structure of
Experiential Exercises English
Further Reading:
exercise/sample
https://www.cpalms.o
handouts
rg/Public/PreviewRes
ourceLesson/Preview
/
Online references
Week 5 Write a sentence on the board with no modifiers Kinds of Adverbs Lecture Graded Recitation Reference books
(e.g. The kid walks.);
Adverbial Phrases Interactive discussion Written/Electronic Quiz Graphics and videos
Develop a definition of the role/function of adverbs. presentation
Specifically students will be able to articulate that Positions of Videos presentation: Evaluation of
adverbs modify verbs by telling how something is Adverbials https://youtu.be/T0ig Group/individual output Electronic Modules
done, when something is done, where something is XeCdRaA Outputs
done, or modify adverbs or adjectives by telling to LING 3 Structure of
 what extent. Further Reading: Experiential Exercises English
https://study.com/aca exercise/sample
demy/lesson/esl- handouts
adverbs-lesson-
plan.html
http://www.ptc.dcs.ed Online references
u/Moody/comphistory
/comphistory_print.ht
ml
Week 6 Identify clauses and use conjunctions to combine Subordinating Lecture Graded Recitation Reference books
them into more complex sentences; Conjunction
Interactive discussion Written/Electronic Quiz Graphics and videos
Repair run-on sentences using conjunctions. Coordinating presentation
Conjunction Videos presentation: Evaluation of
https://youtu.be/WZn Group/individual output Electronic Modules
Correlative WGp-Z5vY Outputs
Conjunction LING 3 Structure of
Experiential Exercises English
Further Reading:
exercise/sample
https://www.educatio
handouts
n.com/lesson-
plan/functions-of-
conjunctions
Online references
Week 7 Recognize prepositional phrases and state that Types of Lecture Graded Recitation Reference books
they are composed of prepositions and their Prepositions
objects; Interactive discussion Written/Electronic Quiz Graphics and videos
Functions of presentation
Differentiate prepositions of time and place from Prepositions Videos presentation: Evaluation of
each other and from other prepositions; https://youtu.be/lcI1S Group/individual output Electronic Modules
z3wZh4 Outputs
Use prepositions and prepositional phrases in LING 3 Structure of
sentences. Further reading: Experiential Exercises English
exercise/sample
http://www.lessonsni handouts
ps.com/lesson/prepo
sitions
Online references
Week 8 Create a poster showing the feeling intended Interjections Lecture Graded Recitation Reference books
 behind a specific interjection word;
Different Example Interactive discussion Written/Electronic Quiz Graphics and videos
Discuss about some of the words and the feelings of Interjection presentation
they are intended to convey. Videos presentation: Evaluation of
https://youtu.be/lxbhv Group/individual output Electronic Modules
_T0Qgw Outputs
LING 3 Structure of
Experiential Exercises English
exercise/sample
handouts
Week 9 Differentiate the basic sentence pattern from one Basic Sentence Lecture Graded Recitation Reference books
another by discussing with peers; Pattern
Interactive discussion Written/Electronic Quiz Graphics and videos
Write meaningful sentences using the basic presentation
sentence pattern; Videos presentation: Evaluation of
https://youtu.be/gh97 Group/individual output Electronic Modules
Identify and analyze the use of each sentence part. gAiYTiQ Outputs
LING 3 Structure of
Further reading: Experiential Exercises English
https://prezi.com/rtxty exercise/sample
dcp268e/basic- handouts
sentence-patterns-
edtech-requirement/
Online references
Week 10 Determine which type of punctuation mark (period, Declarative Lecture Graded Recitation Reference books
question mark, or exclamation point) is used with
any given sentence: declarative, interrogative, Interrogative Interactive discussion Written/Electronic Quiz Graphics and videos
exclamatory, and imperative; presentation
Imperative Videos presentation: Evaluation of
Demonstrate their ability to write declarative, https://youtu.be/aLd_ Group/individual output Electronic Modules
interrogative, exclamatory, and imperative Exclamative gEu_jVo Outputs
sentences. ALD 2
Further Reading: Experiential Exercises exercise/sample
https://www.educatio handouts
n.com/lesson-
plan/types-of-
sentences/ Online references
Week 11 Explain the significance of learning sentence Sentence Structure Lecture Graded Recitation Reference books
 structures in the field of communication; 1.1
Interactive discussion Written/Electronic Quiz Graphics and videos
presentation
Videos presentation: Evaluation of
https://youtu.be/rHAk Group/individual output Electronic Modules
zvVE5t4 Outputs
LING 3 Structure of
https://youtu.be/urr55 Experiential Exercises English
rAreWc exercise/sample
handouts

Week 12 Explain the significance of learning sentence Sentence Structure Lecture Graded Recitation Reference books
structures in the field of communication; 1.2
Interactive discussion Written/Electronic Quiz Graphics and videos
presentation
Videos presentation: Evaluation of
https://youtu.be/rHAk Group/individual output Electronic Modules
zvVE5t4 Outputs
LING 3 Structure of
https://youtu.be/urr55 Experiential Exercises English
rAreWc exercise/sample
handouts

Week 13 Understand the vital role of language teacher and Language Teacher Lecture Graded Recitation Reference books
their knowledge of language teaching; Needs to Realize
the Grammatical Interactive discussion Written/Electronic Quiz Graphics and videos
Translate the language proficiency into interactive Units presentation
and meaning language learning process; Videos presentation: Evaluation of
Teachers’ https://youtu.be/AG6 Group/individual output Electronic Modules
Demonstrate proficiency in language learning Knowledge About 9Aw2v5bs Outputs
through interactive peer demonstration. Larger Units of LING 3 Structure of
Language Use Experiential Exercises English
exercise/sample
handouts

Week 14 Identify the system and basic structure of language; Language is Lecture Graded Recitation Reference books
Primarily Vocal
Evaluate the value of language in the daily Interactive discussion Written/Electronic Quiz Graphics and videos
 communication; Language is a presentation
System of System Videos presentation: Evaluation of
Construct sentences that manifest the system of https://youtu.be/RUYr Group/individual output Electronic Modules
language. AvsX9Tc Outputs
Language is a LING 3 Structure of
Means of Experiential Exercises English
Communication exercise/sample
handouts

Week 15 Share insights and different opinions regarding the The English vowels Lecture Graded Recitation Reference books
topic discussed
Vowels sound Interactive discussion Written/Electronic Quiz Graphics and videos
Speak in a conversational tone and other production presentation
appropriate tones, as applicable to the Videos presentation: Evaluation of
communication situation and or scenario https://youtu.be/j- Group/individual output Electronic Modules
The English 27eVle65A Outputs
Read aloud, using the appropriate vocal cues, consonants LING 3 Structure of
verbal and nonverbal skills to manifest the variation https://youtu.be/4cU9 Experiential Exercises English
of sounds production in English language fqpCqBA exercise/sample
handouts

Week 15 Understand the concept and the educational Language is Innate Lecture Graded Recitation Reference books
paradigm in language learning;
Language is Interactive discussion Written/Electronic Quiz Graphics and videos
Apply the listening process in the learning teaching Creative presentation
process to improve inherent language; Videos presentation: Evaluation of
Language is Mental https://youtu.be/RUYr Group/individual output Electronic Modules
Express the universality of language through oral Phenomenon AvsX9Tc Outputs
discourse. LING 3 Structure of
Language is Experiential Exercises English
Universal exercise/sample
handouts

Week 16 Identify the elements in language acquisition; Phonology Lecture Graded Recitation Reference books

Enumerate the process in acquiring proficiency in Phonetics Interactive discussion Written/Electronic Quiz Graphics and videos
second language; presentation
Morphology Videos presentation: Evaluation of
 Point out the typical learners’ problems in learning https://youtu.be/7YXs Group/individual output Electronic Modules
the sounds structure and or pattern; Syntax iee6tTA Outputs
LING 3 Structure of
Discover the different reasons for poor speaking Semantics Experiential Exercises English
skills of the second language. exercise/sample
handouts

Week 17- Apply proper guidelines in the selection and Review Graded Recitation Reference books
18 effective utilization of tools and resources in the Review
lesson. Topic 1 to 16 Written/Electronic Quiz Graphics and videos
Review presentation
Evaluation of
Final Exam Group/individual output Electronic Modules
Outputs
LING 3 Structure of
Experiential Exercises English
exercise/sample
handouts

Online references
Total: 54
COURSE REQUIREMENTS
1. Major examinations
Mid-term Examination
Final Examination
2. Activities, seat works and short quizzes
3. Reflection papers
4. Sample speaking tests and handouts
5. Class attendance
GRADING SYSTEM ( BASE 50)
Major Examinations 25%
Other Requirements 75%
Total 100%

Major Examinations (75% passing rate)

Midterm Examination 10 %
 Final Examination 15 %
25%
Other Requirements:
Activities, Performance tasks 50 %
Short quizzes, reflection papers
Handouts, and sample tests 25%
Total 100%

Note: 75% passing rate

CLASSROOM POLICIES
Attendance
Students are not allowed to have 20% or more absences of the total class hours; otherwise, they will be graded as follows:
Dropped (if majority of the excessive absences are excused)
Failed (if majority of the excessive absences are unexcused)

Classroom decorum
Students are required to:
1. wear their identification cards and observe proper dress code at all times;
2. turn off or put in silent mode their cellular phones during class hours;
3. maintain cleanliness and orderliness of the room at all times; and
4. Come to class on time.

Examination/ Evaluation
1. Quizzes may be announced or unannounced.
2. Long examinations are always announced.
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, he/she will
automatically fail the subject.
4. Examination permits are required during midterm and final examinations.
5. Students who missed exams, laboratory exercises, or quizzes may only be excused for any of the following reasons:
a. participation in a University/College-approved field trip or activity (must be cleared one week in advance);
b. personal illness (must present medical certificate); and
c. Death or serious illness in the immediate family (must present death or medical certificate).
 REFERENCES
Books:

Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher's course (2nd ed.). Stamford, CT: Heinle & Heinle.

Huddleston, R., & Pullum, G. K. (2002). The Cambridge grammar of the English language. Cambridge: Cambridge University Press.

Quirk, R., Greenbaum, R., Leech, G., & Svartvik, J. (1985). A comprehensive grammar of the English language. London: Longman.

Internet:

https://ltl.lincoln.ac.nz/wp-content/uploads/sites/20/2016/01/Sentence-structure.pdf

http://owl.english.purdue.edu/owl/

https://www.dlsweb.rmit.edu.au/lsu/content/4_WritingSkills/06sentences.htm