Republic of the Philippines

NORTHERN ILOILO STATE UNIVERSITY

Estancia, Iloilo
COLLEGE OF EDUCATION
Teacher Education Department
COURSE SYLLABUS IN TEACHING AND ASSESSMENT OF GRAMMAR (BSED ENGLISH)
1st Semester 2023-2024

QUALITY POLICY

NISU commits itself to continually strive to provide quality and relevant instruction, research and extension services adhering to quality
standards and regulatory requirements in order to meet the highest level of clientele satisfaction with commitment to continual improvement of the
management system.

VISION

“A globally competitive State University in Asia”

MISSION

“Human resources development through quality and relevant education, environment-friendly modern technologies and preservation of
Filipino values and culture for sustainable and improved quality of life.”

GOALS

The College shall have the following goals:

1. Produce human capital imbued with scientific and technological skills endowed with desirable values and work ethics;
2. Provide quality education in the fields of industry, agriculture, fisheries, technology, sciences, education and other relevant undergraduate and
graduate programs;
3. Establish a university research culture responsive to community and global needs;
4. Enhance research-based extension programs and transfer of sustainable technologies;
5. Maximize productivity through efficient and effective resource management; and
6. Strengthen linkages with local, national and international partner-agencies.

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CORE VALUES
C-ommunicative
R-esearch oriented
E-xcellent time manager
A-cademically competent
T-echnically equipped
I-nnovative
V-alues oriented
E-nvironment friendly

PURPOSES

The Northern Iloilo Polytechnic State College has the following purposes:

1. Provide advanced and higher education and training in the fields of industry, agriculture, fisheries, arts, sciences, education, management,
hospitality & tourism, information technology, engineering, criminal justice and services as well as, continuing education;

2. Promote progressive leadership in research and advanced studies in the fields of industry, agriculture, fisheries, arts, sciences, education,
management, hospitality & tourism, information technology, engineering, criminal justice;

3. Undertake sustainable extension activities for technology transfer and solution of social problems, and;

4. Enhance its critical role in community development.

Matrix Showing the Alignment of the Institutional Goals and Objective to the College Mission

Institutional Goals 1
1. To turn out competent graduates in the polytechnic areas, who are prepared for occupational and professional requirements, and gainful
employment. /
2.To improve the instructional resources e.g. libraries, classrooms, laboratories and workshops. /
3.To provide opportunities for student’s expressions of their aesthetics, physical, intellectual, emotional and social development.
/
4.To strengthen faculty competencies through in-service programs, scholarships and study assistance’ /
5.To support the faculty to undertake research aimed at improving the teaching and learning situation. /
6.To enhance the management capabilities of key officials through the use of participatory decision making. /
7.To contribute to community improvement by encouraging faculty and staff members to become leaders/officers and members of civic, /
professional, religious, and other NGO’s in the service area,

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 8.To use research to generate knowledge and find solutions to social problem, /
9.To make institutional development planning as a means for responding to changes /
10.To promote a college environment that is conducive to the pursuit of learning and other academic activities. /

GOALS OF THE COLLEGE OF EDUCATION

1. Produce students who are equipped with appropriate knowledge and skills needed for their profession and values to become successful
teachers.
2. Increase the competence/capability of its faculty in providing quality education to help the students to maximize their potentials in becoming
useful and productive members of the society.
3. Cultivate the spirit of inquiry in students by encouraging research so they will truly become agents of change.
4. Develop critical and creative thinking skills in students to help them in their intellectual endeavors.
5. Provide activities that will enhance the total development of the students.

Matrix Showing the Alignment of the Goals of College of Education to the College’s Mission

Goals of School of Education 1 2 3 4 5

1. Produce students who are equipped with appropriate knowledge and skills needed for their profession and values to
become successful teachers. / /
2. Increase the competence/capability of its faculty in providing quality education to help the students to maximize their
potentials in becoming useful and productive members of the society. / /
3. Cultivate the spirit of inquiry in students by encouraging research so they will truly become agents of change / /
4. Develop critical and creative thinking skills in students to help them in their intellectual endeavors. / /
5. Provide activities that will enhance the total development of the students. / /

PROGRAM OBJECTIVES

In consonance with the mission statement of the Teacher Education Department, its Bachelor in Secondary Education (BSED) and Bachelor
in Elementary Education (BEED) programs are designed to:

1. Provide quality instruction to produce teachers with sufficient knowledge and skills necessary for immediate and gainful employment and to
make them competent professionals;
2. Expose students to varied learning activities and experiences that will enhance their critical thinking so that they will be able to do their work
well;
3. Involve students in research, extension, and production activities that will make them knowledgeable, useful and productive citizens;
4. Instill in students values to make them better persons.

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Matrix showing the alignment of the School of Education Program Objectives to its Goals

Program Objectives of the School of Education 1 2 3 4 5

1.Provide quality instruction to produce teachers with sufficient knowledge and skills necessary for immediate and gainful
employment and to make them competent professionals; / /
2.Expose students to varied learning activities and experiences that will enhance their critical thinking so that they will be able to
do their work well; / /
3.Involve students in research, extension, and production activities that will make them knowledgeable, useful and productive
citizens; / /
4.Instill in students values to make them better persons. / /

Program Outcomes/Student Learning Outcomes:

The graduates of BEED and BSEd programs are teachers who are able to:

1. manifest basic and higher level literacy, communication, numeracy, critical thinking, and other learning skills needed for higher
learning as well as competence in the field of work.
2. demonstrate a deep and principled understanding of the learning processes and the role of the teacher in facilitating these
processes in order to constantly improve their teaching knowledge, skills and practices
3. engage in scholarly research and extension and production activities that would benefit not ony the institution where they are
connected with but of the community as a whole
4. practice and demonstrate professional and ethical requirements of the teaching profession

Matrix Showing the Alignment of the Departments Program outcomes to it Objectives

Program Outcomes of the School of Education 1 2 3 4

1.manifest basic and higher level literacy, communication, numeracy, critical thinking, and other learning skills needed for
higher learning as well as competence in the field of work. / /
2.demonstrate a deep and principled understanding of the learning processes and the role of the teacher in facilitating these
processes in order to constantly improve their teaching knowledge, skills and practices / /
3.engage in scholarly research and extension and production activities that would benefit not ony the institution where they are
connected with but of the community as a whole / /
4.practice and demonstrate professional and ethical requirements of the teaching profession / /

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 Curriculum Map Showing the Alignment of Courses in the BSED Curriculum to its Program Outcomes.

BACHELOR of SECONDARY EDUCATION

Major in English
Revised 2022

CURRICULUM MAPPING
First
Semester COURSE
PROGRAM OUTCOMES

a b c d
EL100 Introduction to Linguistics
GE 5 Purposive Communication
GE 2 Readings in Philippine History
1st year GE 4 Mathematics in the Modern World
GE EL 15 Komunikasyon sa Akademikong Filipino
GE 6 Art Appreciation
GE 1 Understanding the Self
PATHFit 1 Movement Competency Training (MCT)
NSTP CWTS/ROTC

Second
Semester COURSE
PROGRAM OUTCOMES

a b c d
EL101 Language, Culture and Society
EL 102 Structure of English
GE 8 Ethics
1st year GE 3 The Contemporary World
PEd 101 Child and Adolescent Learner and Learning Principles
PEd 102 The Teaching Profession

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 GE EL 10 Living in the IT Era
PATHFit 2 Exercise-based Fitness Activities
NSTP CWTS/ROTC
First
Semester COURSE
PROGRAM OUTCOMES

a b c d
EL 103 Principles and Theories of Language Acquisition and Learning
EL107 Teaching and Assessment of the Macro-skills
EL112 Mythology and Folklore
2nd year EL 104 Language Programs and Policies in Multilingual Societies
EL108 Teaching and Assessment of Grammar
PEd 108 Technology for Teaching and Learning 1
PEd 109 The Teacher and The School Curriculum
PEd 103 The Teacher and the Community, School Culture and Organizational Leadership
PATHFit 3 Choice of Dance, Sports, Group Exercise

Second
Semester COURSE
PROGRAM OUTCOMES

a b c d
EL 109 Speech and Theater Arts
EL111 Children and Adolescent Literature
EL 120 Technology in Language Education (TTL 2)
2nd year EL 118 Technical Writing
GE EL 14 Reading Visual Arts
PEd 104 Foundation of Special and Inclusive education
PEd 105 Facilitating Learner-Centered Teaching
GE EL 11 Gender and Society with Peace Education
PATHFit 4 Choice of Dance, Sports, Group Exercise

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 First
Semester COURSE
PROGRAM OUTCOMES

a b c d
EL 105 Language Learning Materials Development
EL 113 Survey of Philippine Literature in English
EL 114 Survey of Afro-Asian Literature
3rd year EL 115 Survey of English and American Literature
EL 116 Contemporary, Popular and Emergent Literature
PEd 106 Assessment in Learning 1
Eng. Elec. 1 Creative Writing
EL 110 Language and Education Research
FS 1 Observations of Teaching-Learning in Actual School Environment

Second
Semester COURSE
PROGRAM OUTCOMES

a b c d
EL 106 Teaching and Assessment of Literature Studies
El 117 Literary Criticism
EL 119 Campus Journalism
3rd year PEd 107 Assessment in Learning 2
PEd 110 Building and Enhancing New Literacies Across the Curriculum
Eng. Elec. 2 Stylistics and Discourse Analysis
PEd 111 Undergraduate Thesis
FS 2 Participation and Teaching Assistantship

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 First
Semester COURSE
PROGRAM OUTCOMES

a b c d
PEd 112 Problems Met in Teaching Internship
4th year PEd 114 Teaching Internship

Second
Semester COURSE
PROGRAM OUTCOMES

a b c d
PEd 113 LET Enhancement/Review/Pre-Board
4th year GE 7 Science, Technology and Society
GE 12 The Life and Works of Rizal

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School: School of Education Program: BSED-ENGLISH

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

JULIE ANNE S. ARABIA,LPT, MAT KAYE C. JARDENIL, LPT, Ed. D GILDA E. DEGUMA, LPT, Ed. D JOMARTIN C. LIMSON, DPA
Subject Teacher Chairman, BSED Program Dean, College of Education Vice President for Academic Affairs

Descriptive Title: Teaching and Assessment of Grammar

Course Code: EL 108

Course Credit: three (3) Lecture Hours/ Week: three (3)

Pre-requisite: None

Course Description: This course equips the pre-service English teachers with an understanding between and among the four types of grammar: functional,
descriptive, prescriptive and pedagogic. Aside from the emphasis on how teaching and assessment vary considering the four types, the course also provides an
avenue to carry out analysis on the role of grammar in achieving communicative competence. Specifically, it allows them to demonstrate linguistic proficiency as an
important factor in promoting their students’ literacy skills. As a manifestation of this competency, they are required to apply teaching strategies that are responsive to
their students’ linguistic backgrounds considering the principles of formative and summative assessments.

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 OUTCOME-BASED ASSESSMENT TIME
TEACHING/ TEXTBOOK/
INTENDED LEARNING OUTCOMES TOPICS EQUIPMENT ALLOTM
LEARNING ACTIVITIES REFERENCE Task Tool ENT
At the end of the lesson, the learners
must have:

1. discussed the departmental and

classroom policies, as well as the
A. Orientation on
grading system for the subject Interactive Class Discussion CMO 15, s. 2015 Oral Feedback
Classroom Policies, Projector, laptop Transmutation
Student Handbook 1 hr.
Departmental policies and white board Table/ Rubric
2. explain the VMGOs of the PowerPoint presentation Institutional VMGO
and Grading system
university and department; and

3. acquire a copy of the syllabus

through the section representative for
reproduction and distribution.
B. Key Terms and Celce- Murcia, M. (1991).
1. discuss the fundamental terms and Concepts in Grammar pedagogy in
concepts associated to the teaching Managing and second and foreign
and assessing of grammar; and Implementing language teaching.
Standards-based TESOL Quarterly, 25(3),
2. share the implications of one’s Grammar Teaching 459-480.
knowledge of key concepts in the
teaching learning process. 1. Grammaring Rubrics
Paper and pencil
2. Grammaticalizing
Interactive Class Discussion TV and test
3. Error correction vs 9 hrs.
feedback
blackboard Quiz
PowerPoint presentation Oral recitation
4. Spoken vs written
grammar
5. Grammatical
assessment
6. Pedagogical Issues

C. Issues of Grammar Interactive Class Discussion TV and Diane Larsen-Freeman. Rubrics

1. justify the occurrence of the issues Teaching and blackboard Teaching and testing Paper and pencil
identified in teaching and assessing Assessment PowerPoint presentation grammar. Retrieved from test 9 hrs.
Quiz
grammar; and http://teach-
2. deduce the relevance and 1. Why should we grammar.com/wp-
implications of understanding issues teach grammar? content/uploads/2012/07/

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in grammar teaching. 2. Pedagogical Issues
3. Sequencing
4. Choice of Methods
5. Patterns and
Teaching -and-Testing-
Reasons, Not Rules
Grammar.pdf Oral recitation
6. From Structuralism
to Transformational
Generative Grammar
7. Fossilization
1. design a grammar teaching D. Methods of TV and
portfolio that contain the important Teaching Grammar blackboard
elements and sample.
1. Diagramming
sentences
Hanse, L. and Keown, K.
2. Learning through
(2017). Assessing Rubrics
writing Paper and pencil
Interactive Class Discussion grammar and language
3. Inductive teaching test
convention skills. 8 hrs.
4. Deductive teaching Quiz
PowerPoint presentation
5. Interactive teaching Oral recitation
6. Functional-notional
approach
7. Situational contexts
8. Using texts, stories,
songs and rhymes
9. PPP
MIDTERM EXAMINATION 1 hr.
1. construct narratives/situationers E. Rules of Teaching
that present the different rules in Grammar
teaching grammar. Rubrics
Paper and pencil
1. Rule of context Interactive Class Discussion
TV and test
2. Rule of use 13 hrs.
blackboard Quiz
3. Rule of economy PowerPoint presentation
Oral recitation
4. Rule of relevance
5. Rule of nurture
6. Rule of appropriacy

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1. create a compendium of F. Assessing
assessment tasks-both formative and Grammar Effectively
summative
1. Ways to address
grammar in the
writing classroom
2. Ways to assess
grammar skill
3. Methods of
marking grammatical Rubrics
Paper and pencil
errors Interactive Class Discussion
TV and test
4. Grammar 13 hrs.
blackboard Quiz
resources PowerPoint presentation
Oral recitation
5. Three-Dimensional
Grammar Framework
6. Innovations in
Grammar
Assessment
7. Redefining the
construct
8. Partial scoring
9. Social dimension
10. The standard
FINAL EXAMINATION 1 hr.

Course Requirements:

1. Pass all written examinations and requirements.

2. Participate actively in the discussion/ performances.
3. Portfolio

Grading System OBE Based

Non-Laboratory Subjects

A. Cognitive
1. Formative (Assessment/Activities Accomplished)25%
2. Summative (Midterm/Final) 25%
B. Psychomotor 50%
1. Output/Product 50% 50% 12
TOTAL 100%
Computation

RS x 30
Rating = +65
Total No. of Items

Suggested Readings/ References

13
RUBRIC FOR ASSESSMENT

14
Learning Episodes Exemplary Superior Satisfactory Needs Improvement
4 3 2 1
Learning Activities The tasks were completed The tasks were completed with The tasks were The task completion rate is
with exceptional quality, high quality completed with an below half, and most
surpassing all expectations. acceptable level of objectives have been met, but
quality there is room for improvement
4 3 2 1
Examining of the Learning The episode provided The analysis questions were The analysis questions The analysis questions were
comprehensive answers to all answered comprehensively, but were not fully answered, not addressed
questions, accompanied by the explanation was not and only rudimentary
detailed explanations and elaborated upon. questions were
elaboration. addressed
4 3 2 1
Presentation of the report Student demonstrates full Student is at ease with content, Student is uncomfortable Student does not have grasp
knowledge, presents presents in logical sequence, with information, difficulty of information, there is no
information in logical, voice is clear and pronounces following presentation, sequence of information, and
interesting sequence, and most words correctly pronounces incorrectly mumbles incorrectly
used a clear voice and terms pronounces terms, and
correct, precise pronunciation speaks too quietly for students
of terms. in the back of class to hear
4 3 2 1
Learning Portfolio Portfolio is created entirely Portfolio is in a sequential, Sequence was There is little order to the
independent of guidance. logical order and appropriate attempted, but order is portfolio. Format is sloppy.
Format is chosen and format. lacking. Format was not Is unable to gather materials
enhanced to include more Independently gathers and used appropriately. without consistent guidance.
than suggested. Exceeds stores materials. Tracks Gathers materials Unable to track progress
expectations required; adds progress independently. Meets independently but needs without consistent guidance.
on own pieces to enhance all requirements. some guidance.
quality of portfolio. Consistently needs
assistance for tracking
progress.

4 3 2 1
Comments

Transmutation of Score to Grade/Rating

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-

below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.00 3.5 5.00

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99 96 93 90 87 84 81 78 75 72 71-
below

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