INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC Reviewed by : MYRNA A. PAGULAYAN, Ph.D.

Alimannao Hills, Peñablanca, Cagayan Dean, College of Education

Telefax Number (078) 844-1010
College of Education
Date Signed :

Course Code : English 207

Approved by : PRESENITA C. AGUON, Ph.D.
Descriptive Title : STRUCTURES OF ENGLISH Vice President for Academic Affairs

Credits : 3 units (54 hours) Date Signed :

Pre-Requisites : None
Updated : A. Y. 2015-2016
Prepared by : ROSEMARIE C. CANGAS, MAEd

Date Signed :

SCHOOL VISION: The International School of Asia and the Pacific aims to be the premier school in the country producing globally competent entrepreneurs
contributing significantly to the upliftment of the quality of life of the individual, family, community, country, and the whole humanity.

SCHOOL MISSION: The mission of ISAP is the holistic development of the person – a man conscious of his eternal destiny, aware of the dynamics of
change, challenge by the needs of the daily living, cognizant of national and international developmental goals and ready to meet the demands of life in pursuit to his
objectives in whatever socio-economic level he belongs.

CORE VALUES:
Godliness
Nationalism
Trustworthiness
 Industry
Patience

GRADUATE ATTRIBUTES:
God-fearing
Mighty Eagle
Good Citizen
Service-Oriented
Caring
Compassion
Innovative
Competent and Skilled
PROGRAM EDUCATIONAL OBJECTIVES (PEO) (FROM CMO PER PROGRAM)
The College of Education of the International School of Asia and the Pacific educate BSEd graduates who, within few years of graduation, are expected to:
1. have a provision of mastery of the major subject as called in the secondary school curricula;
2. have an integration of theory and practice in the professional course through observation in actual laboratory classes or contrived/simulated experiences to
provide early exposure to teaching and related activities;
3. add subjects on emerging technologies;
4. have a provision for community exposure through field-based experiences;
5. enrich the specialization component; and,
6. have a total immersion in practice teaching in the last semester.
STUDENT OUTCOMES: ( BASED ON CMO PER PROGRAM)

1. Have the basic and higher level of literacy, communication, numeracy, critical thinking and learning skills, needed for higher learning.
2. Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students.
3. Have a deep and principled understanding of how educational processes relate to longer historical, socio-cultural and political processes.
4. Have a meaningful and comprehensive knowledge of the basic matter they will teach.
5. Can apply a wide range of teaching process skills (including curriculum development, lesson planning, material development, educational assessment and
teaching approaches.
6. Have a direct experience in the field and classroom.
7. Can demonstrate and practice the professional and ethical requirements of the teaching profession.
8. Can facilitate learning in diverse types of learners and learning environments, using a wide range of teaching knowledge and skills.
9. Can reflect on the relationships among teaching process skills, the processing of learning in students, the nature of the content/subject matter, and the
broader social forces encumbering the school and educational processes in order to constantly improve their teaching knowledge, skills and practices.
 10. Can be creative and innovative in thinking of the alternative teaching approaches, take informed risks in trying out these innovative approaches and evaluate
the effectiveness of such approaches in improving student learning.
11. Willing and capable to continue learning in order to better fulfil their mission as teachers.
COURSE DESCRIPTION:

This course aims to provide a basic review of the instances of grammar (structure) of the English language and their correct usage. It starts with the
discussion of the structure classes, the five verb forms in English, the Passive Transformations, the modifiers of the Verb, the Modifiers of the Noun, Sentence
Modifiers, and the Principles of Sentence Unity, Coherence and Emphasis. Appendices on discussions about what is good English.

COURSE OUTCOMES:

A graduate of Bachelor in Secondary Education (major in English) of International School of Asia and the Pacific must:

1. review the rules and principles in the correct usage of the varied structures of the English language;
2. develop confidence in using the English language both in oral and written form; and,
3. use English fluently and accurately in speaking and in writing; and,
4. use English effectively in various communicative situations.

VALUE AIMS:
To help students develop their speaking and writing skills. It also makes the students use effectively and fluently in various communicative situations.

COURSE REQUIREMENTS:
Term Tests
Recitation
Quizzes
Class Demonstration
Attendance

ACADEMIC COUNSELING:

TIME : 1:50-3:20
VENUE : ISAP FACULTY LOUNGE
Grading:
 The students’ grade at the end of the semester represent the combined marks for Class Standing (CS): class participation, projects, attendance, etc.,
Average Quizzes (AQ); and Term Test (TT). There are four grading periods namely Preliminary, Midterm, Semi-Final and Final Term. The school has adopted the
cumulative grading system which is as follows:

1. Prelim Grade
PG = AQ + CS + TT
3

2. Midterm Grade
MG = AQ + CS + TT MCA= PG + 2(MG)
3 3

3. Semi-Final Grade
SFG = AQ + CS + TT SFCA= MG + 2(SFG)
3 3

4. Final Grade
FG = AQ + CS + TT FCA= SFG + 2(FG)
3 3

Where:
PG = Prelim Grade
MG = Midterm Grade
SFG = Semi Final Grade
SFCA = Semi Final Cumulative Average
FG = Final Grade
FCA = Final Cumulative Average

CLASSROOM MANAGEMENT:

Teachers:
1. All teachers are expected to conduct themselves in a professional manner especially when dealing with their students.
2. Classroom shall be neat and orderly before the class starts.
3. A permanent seat plan of the students shall be prepared by the subject teacher every beginning of the semester and must be followed during the entire
 duration of the semester.
4. The class should start with a prayer and ends with a prayer.
5. Teachers must be in their classes 5 minutes before the schedule.
6. Teachers should erase the writings on the board before leaving the class and put off all electric appliances including lights and electric fans.
7. The teacher should be the last to leave the room in case there are no more subjects after his/her class.
8. He/She should ask students to pick up pieces of papers or plastics before leaving the rrom.
9. Any damage to the classroom used by the teachers should immediately be reported to the General Services Office or through the Quality Assurance
Moderator for Administration.

Students:
1. All students must come on time and must be in their complete uniform during class hours.
2. Strictly NO littering inside the class and No eating while the class is going on.
3. All students must conduct themselves with discipline throughout the entire class.
4. Shouting and howling is strictly prohibited as it would disturb other classes in adjacent classrooms or buildings.
REFERENCES:
A. Book References
1. Badalamenti, Victoria and Carolyn – Henner Stanchina, 2000, Grammar Dimensions, Heinle and Heinli Publishing Company, USA
2. Kolnn, Martha, 2006, Understanding English Grammar, McMillan Publishing Company, New York
3. Ostrom, John, Better Paragraphs, Harper and Row Publishers, Inc. USA

B. Electronic References
1. http//:papyr.com.hypertextbooks
2. www.yahoo.com.
 Time Intended Learning Outcomes Course Contents Teaching and Assessment Tasks (TA)
Frame (ILO) Learning Activities
PER TOPIC (TLA)

PRELIMINARY PERIOD
At the end of the lesson, the
students are expected to:

a. enhance the use of I. The Structure Classes Lecture/Discussion Recitation

Week 1 to grammatical sense; 1. Determiners
Week 5 b. determine the different 1.1. Expanded Determiner Drills/Exercise Quizzes
function of structure 2. Auxiliaries
(13.5 hrs) classes; and, 3. Qualifiers Brainstorming Class Demonstration
c. identify the common errors 4. Prepositions
of the sentence. 4.1. Simple Prepositions
4.2. Phrasal Prepositions Correcting Sentences
5. Conjunctions
5.1. Coordinating Conjunctions
5.2. Correlative Conjunctions
5.3. Conjunctive Adverbs
5.4. Subordinating Conjunctions
5.5. Relative Pronouns
6. Interrogatives
7. Expletives
II. Phrases and Clauses
1. Kinds of Phrases
1.1. Infinitive
1.2. Prepositional
1.3. Gerund
1.4. Participial
1.5. Appositive
2. Kinds of Clauses
2.1. Adjective
 2.2. Adverbial
2.3. Noun
PRELIM EXAMINATION
MIDTERM PERIOD
At the end of the lesson the
students are expected to:

Week 6 a. identify the different III. Modifiers of the Verb: Adverbials Lecture/Discussion Recitation
to modifiers; and,
Week 10 b. determine adverbials and 1. Adverbs Drills/Exercises Quizzes
adjectivals
2. Prepositional Phrases
(13. 5 hrs) Brainstorming
3. Noun Phrases
Think-Pair-Share
4. Verb Phrases
5. Clauses Interactive Approach

IV. Modifiers of the Noun: Adjectivals

1. The Required Slots
1.1. The Determiner
1.2. The Headword
2. The Prenoun Modifiers
2.1. Adjectives
2.2. Nouns
3. The Postnoun Modifiers
3.1. Prepositional Phrase
3.2. Participial Phrase
3.3. Infinitive Phrase
 3.4. Relative Clause
3.5. Appositive
MIDTERM EXAMINATION
SEMI-FINAL PERIOD
At the end of the lesson, the
students are expected to:

Week 10 a. distinguish sentence V. Sentence Modifiers Discussion Quizzes

to modifiers in a variety of
Week 14 ways; 1. The Vocatives Drills/Exercises Recitation
b. identify the meaning of the 2. Interjections
(13. 5hrs) sentence; 3. Subordinate Clauses Class Demonstration Homework
c. determine the order of the 4. Elliptical Clauses
sentence, and, 5. Absolute Phrase
d. identify the structures of 6. Relative Clause
sentence.
VI. Sentence Order
1. What is Sentence?
2. Nature of Sentence
3. Varieties of Sentence
4. Order of Sentence
4.1. Natural Order
4.2. Inverted Order

VII. Sentence Structure

1. By Clause Structure
1.1. Simple Sentence
1.2. Compound Sentence
1.3. Complex Sentence
1.4. Compound-Complex Sentence
2. By Purpose Structure
2.1. Declrative
2.2. Interrogative
 2.3. Imperative
2.4. Exclamatory

SEMI-FINAL EXAMINATION
FINAL PERIOD
At the end of the lesson, the
students are expected to:
Week 15
to a. determine the violation VIII. Principles of Sentence Drills/Exercises Quizzes
Week 19 of sentences; A. Unity
b. know the use of unity, 1. Consistency of Subject Think-Pair-Share Recitation
(13. 5hrs) coherence and 2. Consistency of Tense
emphasis; and, 3. Consistency of Tone Discussion Seatwork
c. identify the use of 4. Consistency of Language
English language. 5. Consistency of Mood Class Demonstration
6. Consistency of Number and Person
7. Consistency of Ideas

B. Coherence
1. Correct Order of Sentence Parts
1.1. Dangling Modifiers
1.2. Misplaced Modifiers
1.3. Coordination
1.4. Subordination
C. Emphasis
1.1. By Position
1.2. By Effective Repetition
IX. What is good English?
1. Is it good English to end a sentence
with preposition?
2. Is it good English to split an infinitive?
 3. In good English, do pronouns have
singular referents?
4. Is it good English to use he in reference
to a person of unknown gender, or is
that usage sexist?

FINAL EXAMINATION

ALIGNMENT OF THE PROGRAM EDUCATIONAL OBJECTIVES TO THE INSTITUTION’S MISSION STATEMENT:

PROGRAM EDUCATIONAL OBJECTIVES( PEO) MISSION STATEMENT
(Found in the CMO per Course)
Holistically Awareness Cognizant Meet the
demands
a b c d
1. have a provision of mastery as called in the secondary school curricula; / / / /
2. have an integration of theory and practice in the professional course / / /
through observation in actual laboratory classes or contrived/simulated
experiences to provide early exposure to teaching and related activities;
3. add subjects on emerging technologies; / / / /
4. have a provision for community exposure through field-based experiences; / / / /
5. enrich the specialization component; / / / /
6. have a total immersion in practice teaching in the last semester. / / / /

ALIGNMENT OF THE PROGRAM EDUCATIONAL OBJECTIVES TO STUDENT OUTCOMES:

PROGRAM EDUCATIONAL OBJECTIVES

STUDENT OUTCOMES (SO) (PEO)
a b c d e f

1. Have the basic and higher level of literacy, communication, numeracy, / / / / / /

critical thinking and learning skills, needed for higher learning.
 2. Have a deep and principled understanding of the learning processes and / / / / / /
the role of the teacher in facilitating these processes in their students.
3. Have a deep and principled understanding of how educational processes / / / / / /
relate to longer historical, socio-cultural and political processes.
4. Have a meaningful and comprehensive knowledge of the basic matter / / / / / /
they will teach.
5. Can apply a wide range of teaching process skills (including curriculum / / / / / /
development, lesson planning, material development, educational
assessment and teaching approaches.
6. Have a direct experience in the field and classroom. / / / / / /
7. Can demonstrate and practice the professional and ethical requirements / / / / / /
of the teaching profession.
8. Can facilitate learning in diverse types of learners and learning / / / / / /
environments, using a wide range of teaching knowledge and skills.
9. Can reflect on the relationships among teaching process skills, the / / / / / /
processing of learning in students, the nature of the content/subject
matter, and the broader social forces encumbering the school and
educational processes in order to constantly improve their teaching
knowledge, skills and practices.
10. Can be creative and innovative in thinking of the alternative teaching / / / / / /
approaches, take informed risks in trying out these innovative approaches
and evaluate the effectiveness of such approaches in improving student
learning.
11. Willing and capable to continue learning in order to better fulfil their / / / / / /
mission as teachers.

ALIGNMENT OF STUDENT OUTCOMES TO COURSE OUTCOMES:

LEVEL STUDENT OUTCOMES COURSE OUTCOMES

SATISFIED ASSESSED BY
COURSE OUTCOMES
1. review the rules and principles in the correct usage of the varied D A,B,C,D,E,F Term test/ Written
structures of the English language Demonstrations
2. develop confidence in using the English language both in oral and P A,B,C,D,E,F Term test/ Written
written form
3. use English fluently and accurately in speaking and in writing D A,B,C,D,E,F Term test/ Written
Demonstrations
4. use English effectively in various communicative situations D A,B,C,D,E,F Term test/ Written
Demonstrations