Republic of the Philippines

SURIGAO DEL SUR STATE UNIVERSITY

College of Teacher Education
Main Campus, Tandag City

Bachelor of Science in Secondary Education Major in English Language Education (BSELE)

Outcomes-Based Course Syllabus in EL 102 – Structure of English
Academic Year 2018 - 2019

PHILOSOPHY

SDSSU believes that higher education is an instrument for the improvement of life through democratized access to quality education in the development of
a well-rounded person.

VISION
A leading “Glocal” University with widened academic perspectives that focus on attaining food security, supporting poverty alleviation, developing
renewable energy, and conserving natural environment.

MISSION
SDSSU shall provide competency-based higher education training driven by relevant and responsive instruction, research, extension and sustainable
resource management.
Particularly, SDSSU is committed to:
1. Produce competent and skilled graduates prepared for gainful employment; adhere to positive value system, and preserve cultural heritage
2. Develop graduates who shall not only foster economic progress but also care for the environment, adhere to positive value system, and preserve cultural
heritage;
3. Engage in high-impact research for instruction and develop technology for food security and renewable energy;
4. Collaborate with government and non-government agencies to help improve the lives of the marginalized groups; and
5. Promote cooperation/partnership among regional, national and ASEAN institution in Higher Education
CORE VALUES

Competence
A combination of observable and measurable knowledge, skills, abilities and personal attributes that contribute to enhance SDSSU employee and
student performance and ultimately result in organizational success.

Accountability
Responsibility for own actions, decisions and commitment to accomplish work in an ethical, efficient, cost- effective and transparent manner
manifesting the value of sound stewardship in the wise use of resources for common good.

Responsiveness
A prompt action, consistent communication, quality information, and a focus on providing a superior experience to stakeholders.

Excellence
The quality spectrum at exceptional levels demonstrated by learning outcomes and the development of shared culture of quality consistent with the
vision, mission and goals of the University.

Service
Dedication for a continuous improvement of services, stakeholder’s relationships and partnership which stresses interdependence and
collaboration for a sustainable success of clients and their communities in helping build a just, peaceful, stable and progressive Filipino nation.

SDSSU CARES
These core values are not descriptions of the work we do, nor the strategies we employ to accomplish to accomplish our University vision. They are the
core values that underlie our works and interactions as we internalize responsibilities to fulfill our mission. They are the basic elements of how we go about our
work and how we deal with stakeholders, molds students to become competent, innovative, globally competitive and service-orientented.

Goals
These are the specific goals in the four (4) – fold functions of the University
KRA 1. Instruction
Develop highly competent, globally-competitive and morally upright graduates

KRA 2. Research
Produce research for the advancement of knowledge, new technology and innovative approaches for competitive endeavors.

KRA 3. Extension
Empower the rural poor to improve their lives through transfer of technologies and knowledge

KRA 4. Production
Sustain University operations through viable and profitable income generating projects.

GOALS OF THE COLLEGE

The College of Teacher Education will produce competent teachers imbued with ethical values and ideals in a humane environment supportive to
national thrust for social transformation.
It is committed to provide students with:
1. Quality training in their respective field of specialization.
2. Knowledge, skills and values system responsive to the needs of the communities.
3. Quality education through relevant instruction, research, extension and use of Information and Communication Technology for teaching and life-long
learning.
4. Productive activities relevant to their field of specialization.
5. Ethical values to maintain the moral of our society.

INSTITUTIONAL INTENDED LEARNING OUTCOMES

1. Introduce new ideas related to renewable energy which will lead to conservation of natural resources.
2. Develop a training plan that would serve as guide to sustain food security and for poverty alleviation.
 3. Exhibit entrepreneurial skills in various fields of endeavor.
4. Demonstrate clear understanding of the perspective of research processes.
5. Analyze problems concerning environmental degradation.
6. Produce creative outputs for possible patentable research subjects.
7. Widen the positive reception of the role that research plays in education and industries.
8. Craft environment-friendly energy sources by utilizing indigenous and local materials as research outputs.
9. Write research proposals and present the outputs in different forums/ fora.
10. Innovate current research tools for more accurate gathered data.
11. Published researches to accredited refereed journals and engage in international consortia.

OBJECTIVES OF THE PROGRAM:

BSED (Bachelor of Secondary Education) Major in English

 Provide high-level instruction that would develop proficient would-be teachers.

 Engage in and publish significant researches to create a distinctively Philippine theory.
 Develop the competencies of future teachers and other language users through relevant language education and research.
 Displays high standard of professionalism and teacher’s code of conduct.
 Articulate and discuss the latest developments in the specific field of practice.
 Effectively communicate orally and in writing using both English and Filipino.
 Work effectively and independently in multi-disciplinary and multi-cultural teams.
 Act in recognition of professional, social and ethical responsibility.
 Articulate the relationship of education to larger historical, social, cultural and political processes.
 Facilitate learning using a wide range of teaching methodologies in various types of environment.
 Apply skills in curriculum development, lesson planning, materials development, instructional delivery and educational assessment.
 Practice professional and ethical teaching standards to respond to the demands of the community.
 Demonstrate in-depth understanding of the development of adolescent learners.
.
Course Name: Structure of English
Course Code: EL 102
Course Unit: 3 Units
Course Description:

In this course students will learn to describe how English sentences are constructed and will develop the skills necessary to analyze sentence structure. In
so doing they will use some of tools and methods of modern linguistics. Describing how English sentences are constructed is not the same as telling people which
sentences you consider examples of "good" or "bad" grammar.  Rather it is a way of looking inside native speakers' heads in order to find out what they know
about the English language that allows them to communicate clearly.  What native speakers know about their language is called their "competence."  Native
speakers' competence includes knowledge about how to pronounce words and sentences (phonology), how to break down a complex word like
"supercalifragilisticexpialidocious" into its component parts (morphology), and how to relate words and sentences to their meanings (semantics).   In this course,
the class will make only passing mention of phonology, morphology, or semantics; instead the class will direct its attention to syntax -- the ways in which
sentences are constructed from smaller units called phrases and how sentences are related to each other.

Pre-requisites: None
Contact Hours: 54 Hours
Course Intended Learning Outcomes:

At the end of this course, students are expected to:

1. Demonstrate understanding of the various theories that support sentence construction.

2. Analyze the different components of a sentence.
3. Write well-thought sentences by employing the various theories that support sentence construction.

Teaching
Intended Learning Values Assessment Time
Week No Topics Learning Resources References
Outcomes (ILO) Integration Tasks Allocation
Activities (TLA)
Acquaint the
Friendliness
students with their
Week 1 Orientation Cabbage relay and syllabus syllabus Oral recitation 3 hours
academic
accommodating
environment
 Overview to grammar
The Language Faculty
Principles of State principles
Reporting English Syntax: Quiz
Universal Grammar behind knowledge
Brainstorming Candidness An Introduction Oral Recitation
Week 2-3 Grammatical on Language PPT
Peer Critiquing By: Andrew
categories Identify basic Source Book 6 hours
Small group Creativity Radford
Categorizing words as structures reflected
Discussion Pp1-53
to functions and in the sentence.
forms

Analyze the use of

the copula in the
sentence
The copula and
Construct sentences Teacher as The Grammar
subject verb
considering the Facilitator Book
agreement
subject verb Reporting By: Marianne Quiz
Phrase structure PPT
Week 4-6 agreement rules Brainstorming Celce-Murcia Oral Recitation 7.5 hours
rules Inquisitiveness Handouts
Recognize the and Assignment
Tense and aspect Source book
phrase structure Independent Dianne Larsen-
System
rules learning Freeman
Delineate the tense Pp 53,79, 109
and aspect system

Week 6 Prelim Examination 1.5 hours

Explain the
Phrases components of
Teacher as
Dependent and phrases and clauses English Syntax:
Facilitator PPT
Week 7-8 Independent Clause Differentiate An Introduction Quiz
Reporting Handouts
Headedness Principle phrases and clauses Keenness By: Andrew Oral Recitation 6 hours
Brainstorming Source book
Merger Operation Identify the two Radford Assignment
Peer Critiquing
types of clauses Pp 57-82

Week 9 and 10
Expletives Explain the Source Book English Syntax:
Voice components of a Teacher as Confidence PPT An Introduction 4.5 hours
 By: Andrew
Radford
Facilitator
Pp 224
sentence
The Grammar
Argument Structure Identify the Reporting
Book Quiz
of the verb thematic roles of the Brainstorming handouts
By: Marianne Assignment
Thematic role of the noun in the sentence
Celce-Murcia Hot seating
noun Independent
and
learning
Dianne Larsen-
Freeman
Pp 343
Week 10 Midterm Examination 1.5 hours

Employ various
Do- Support theories in sentence
Pied Piping Theory construction.
Teacher as Books
Prepositional English Syntax:
Facilitator PPt
Stranding Form correct An Introduction Quiz and
Week 11-14 Reporting Value Diversity Internet
WH-Movement sentences making By: Andrew Assignments 10.5 hours
Brainstorming acquired
use of the theories Radford Message Relay
Peer Critiquing materials
discussed in the
class

Week 14 Pre-Final Examination 1.5 hours

Demonstrate the
understanding of
Tree-Diagram grammatical
Source Book
Immediate concepts by being English Syntax:
Integrative PPT Board Work
Constituent Analysis able to describe and An Introduction
Week 15-18 teaching Internet Paper-Pencil
Labeled Bracketing analyze the form, Independence By: Andrew 10.5Hours
Silent Way acquired test
meaning and use of Radford
materials
various language
structures.

Week 18 Final Examination 1.5 hours

References
Celce-Murcia, M. & Larsen-Freeman, D. (2000). The grammar book. USA. Heinle and Heinle Publishing , Inc.
Radford, A. (2004) English Syntax: An Introduction. UK.Cambridge University Press.
San Miguel, J., Barraquio D. & Revilla, R. (2010). Smart English, Second Edition. Quezon City. C&E Publishing, Inc
Al-AMrey M., Capuno M., Cerda R., Inciso, M., Irlandez F., Mendoza, S. & Torres J. (2011) Content-Based English as Second Language Quezon City. C&E Publishing,
Inc.
Huddleston, R., & Pullum, G. K. (2002). The Cambridge grammar of the English language. Cambridge: Cambridge University Press.
http://www.britannica.com/EBchecked/topic/283528/immediate-constituent-analysis

COURSE REQUIREMENT

Attendance, Research Output, Quizzes, Recitation, Presentations, Major Examinations

Grading System:

Class Standing - 40%

Quizzes - 20%
Oral Recitation – 10%
Assignment - 5%
Attendance - 5%
Exam - 40%
Requirements - 20%
______
100%

Date Revised: February 2018

Effectivity: June 2018, Academic Year 2018 - 2019

Prepared by:

MARIA LADY SOL A. SUAZO, PhD

Professor

Reviewed and Checked by:

MARIA LADY SOL A. SUAZO, PhD ANNIE Y. SAMARCA, PhD EVELYN T. BAGOOD, EdD
Program Chair, BSEd Program Chair, BEEd Director, Curriculum & Development

Recommending Approval:

JENNIFER M. MONTERO, EdD NEMESIO G. LOAYON, PhD

Assistant Dean, College of Teacher Education Dean, College of Teacher Education

Approved by:

GERRY B. ESTRADA, PhD

Vice President for Academic Affairs