Carmelite College of Siquijor, Inc.

Tinago, 6225 Siquijor, Siquijor, Philippines

Email: [Link]@[Link] Tel. No. (035) 542-6276

Bachelor of Secondary Education major in English (BSED-English)

Course Syllabus for Structures in English
School Year: 2024-2025

Course Code: _____________________________ Course Credit: _____________________________

Course Title: _____________________________ Pre-requisite: _____________________________
No. of Hours: _____________________________ Academic Year: _____________________________

I. Course Description

This course focuses on the study and application of grammatical structures in English. It emphasizes syntactic and
morphological aspects to help students develop proficiency in English usage for academic and professional
purposes. It integrates theoretical concepts with practical exercises and aims to foster critical thinking, linguistic
awareness, and effective communication.

CARMELITE COLLEGE VISION- EXPECTED GRADUATE EDUCATION PROGRAM

MISSION STATEMENT ATTRIBUTES OBJECTIVES
Vision Lifelong Learner The education graduates are
expected to become:
A Christ-centered life-giving  Learns and works
learning institution committed to independently as well as E – Excellent teachers with
persons into becoming competent, collaboratively. high regard for Science
service-oriented and spiritually  Translates knowledge and Virtue (PPST
driven members of the Church and generated from research Domain 1)
society. and other sources to
improve quality of life. D – Dynamic designers of
Mission  Creates new ideas to better appropriate learning
understand society environments (PPST
We commit ourselves to:  Evaluates own thinking, Domain 2)
1. Hasten spiritual leadership and behavior and spirituality
professional development of for self-growth U – Understanding educators of
stakeholders through deepened diversity. The education
Carmelite formation and Reflective and Creative Thinker graduates are expected to
continuing education. become learners (PPST
2. Provide integral catholic  Thinks critically and Domain 3)
education marked by quality creatively.
instruction, research and  Open-minded. C – Creative and critical
community extension services.  Solves problems implementers of
3. Pursue entrepreneurial systematically. relevant and
endeavors for the sustainability  Loves art and shows responsive
of value innovative programs artistic sensibility. curriculum (PPST
and services. Domain 4)
Caring and Trustworthy Citizen
A – Adept in various types
 Values people and acts in of assessment (PPST
unity with others. Domain)
 Commits to social justice
and principles of R – Responsible
sustainability and respect partners of
for diversity. different
 Practices good stewardship stakeholders in
 and accountability. the community
 Manifests social (PPST Domain
responsibility by helping 6)
improve conditions of those
who have less in life or E – Enthusiastic and engaged
circumstance. lifelong-learners (PPST Domain 7)

Proficient Communicator

 Articulates ideas clearly for

varied purposes and
audiences of diverse culture.
 Listens attentively, engages
in meaningful exchange, and
shares knowledge, values,
attitudes, and intentions.
 Utilizes effectively
appropriate media and
information technologies.

Competent and Productive

Professional

 Initiates, and innovates

better ways of doing
things and accountability.
 Promotes quality and
productivity.

II. PROGRAM NAME: BACHELOR OF SECONDARY EDUCATION major in ENGLISH

III. PROGRAM OUTCOME (Based on CMO No. 75, s. of 2017

The minimum standards for Bachelor of Secondary Education (BSEd) degree are expressed in the
following set of learning outcomes:

A. Common to all programs in all types of schools:

The graduates have the ability to:

a) Possess broad knowledge of language and literature for effective learning

b) Use English as a global language in a multilingual context as it applies to the teaching of language
and literature
c) Acquire extensive reading background in language, literature, and allied fields
d) Demonstrate proficiency in oral and written communication
e) Shows competence in employing innovative language and literature teaching approaches,
methodologies, and strategies
f) Use technology in facilitating language learning and teaching
g) Inspire students and colleagues to lead relevant and transformative changes to improve learning
and teaching language and literature
h) Display skills and abilities to be a reflective and research-oriented language and literature
teacher

B. Common to the Discipline BSED Program

a) Articulate the rootedness of education in philosophical, socio – cultural, historical, psychological,

and political contexts
b) Demonstrate mastery of subject matter / discipline
c) Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to
specific learners and their environments
d) Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse
learners
 e) Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable
educational practices
f) Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning
processes and outcomes
g) Practice professional and ethical teaching standards sensitive to the local, national, and global
realities
h) Pursue lifelong learning for personal and professional growth through varied experiential and field-
based opportunities

C. SPECIFIC TO A SUB – DESCIPLINE AND MAJOR

BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH

a) Possess broad knowledge of language and literature for effective learning

b) Use English as a global language in a multilingual context as it applies to the teaching of language
and literature
c) Acquire extensive reading background in language, literature, and allied fields
d) Demonstrate proficiency in oral and written communication
e) Shows competence in employing innovative language and literature teaching approaches,
methodologies, and strategies
f) Use technology in facilitating language learning and teaching
g) Inspire students and colleagues to lead relevant and transformative changes to improve learning
and teaching language and literature
h) Display skills and abilities to be a reflective and research-oriented language and literature teacher

COURSE LEARNING OUTCOMES

By the end of the course, students will be able to:

1. Analyze the structure of English sentences, including their components and functions.
2. Demonstrate mastery of grammatical rules in both spoken and written communication.
3. Apply linguistic concepts to improve clarity, coherence, and style in writing.
4. Evaluate and edit written texts to ensure grammatical accuracy and appropriateness.
5. Create texts that demonstrate varied and sophisticated use of grammatical structures.
6. Collaborate with peers in analyzing and improving grammatical accuracy and appropriateness in teaching-
related contexts.
7. Reflect on the importance of grammatical competence in fostering effective and ethical teaching practices.

COURSE LEARNING OUTCOMES (CLOS) WITH ALIGNMENT TO PROGRAM OUTCOMES AND PPST DOMAINS

Course Intended Learning Outcomes PPST Domain Specific Indicators

(CILO)
1) Analyze the structure of English Domain 1: Content 1.1.2 - Demonstrate accurate
sentences, including their Knowledge and Pedagogy knowledge of the subject matter to
components and functions. ensure effective learning experiences.
2) Demonstrate mastery of Domain 1: Content 1.4.2 - Model and promote appropriate
grammatical rules in both spoken Knowledge and Pedagogy communication skills for effective
and written communication. learning environments.
3) Apply linguistic concepts to improve Domain 4: Curriculum 4.1.2 - Plan and deliver well-structured
clarity, coherence, and style in and Planning lessons to promote deep understanding
 writing. of concepts and principles.
4) Evaluate and edit written texts to Domain 5: Assessment 5.2.2 - Use assessment data to identify
ensure grammatical accuracy and and Reporting learning gaps and to plan, adapt, and
appropriateness. implement effective strategies.
5) Create texts that demonstrate varied Domain 1: Content 1.1.3 - Use innovative techniques and
and sophisticated use of Knowledge and Pedagogy strategies to enhance learners’ mastery
grammatical structures. of content and communication.
6) Collaborate with peers in analyzing Domain 6: Community 6.1.2 - Build professional collaborations
and improving grammatical Linkages and to support teaching practices and
accuracy and appropriateness. Professional Engagement student outcomes.
7) Reflect on the importance of Domain 7: Personal 7.3.2 - Engage in reflective practices to
grammatical competence in Growth and Professional enhance teaching and professional
fostering effective teaching Development competence.
practices.

OUTCOME-BASED FRAMEWORK

Program Outcomes (POs) Alignment with Course Intended Learning

Outcomes (CILO)
a) Possess broad knowledge of language and literature for Introduced in CLO 1 and CLO 7 through lessons
effective learning connecting grammar to socio-cultural and
professional contexts.
b) Use English as a global language in a multilingual context Practiced in CLO 2, CLO 3, CLO 4, and CLO 5
as it applies to the teaching of language and literature through structured exercises, discussions, and
assessments.
c) Acquire extensive reading background in language, Introduced in CLO 3 through discussions and
literature, and allied fields collaborative activities.
d) Demonstrate proficiency in oral and written Practiced in CLO 5 through creation of
communication instructional resources and activities for
diverse learners.
e) Shows competence in employing innovative language Practiced in CLO 3 through ICT tools like
and literature teaching approaches, methodologies, and collaborative writing platforms and digital
strategies lesson planning.
f) Use technology in facilitating language learning and Practiced in CLO 4 through evaluation of
teaching written outputs and strategic assessments.
g) Inspire students and colleagues to lead relevant and Introduced in CLO 7, emphasizing the role of
transformative changes to improve learning and teaching grammatical standards in professional settings.
language and literature
h) Display skills and abilities to be a reflective and research- Introduced in CLO 7, fostering grammar
oriented language and literature teacher proficiency as integral to lifelong learning.

CILO 1 CILO 2 CILO 3 CILO 4 CILO 5 CILO 6 CILO 7

Intellectual Competencies
(KNOWLEDGE)
L
1. Syntax and Sentence Structure
2. Linguistic Concepts
3. Grammatical Competence
Personal and Civic
Competencies (VALUES)
P
1. Critical Thinking
2. Collaboration
3. Effective Communication
 Practical Skills
O
1. Language Analysis
2. Writing and Editing
3. Peer Review and
Collaboration
4. Teaching and Reflection

L = Facilitates learning of the competencies (input is provided and competency is evaluated)

P = Allows student to practice competencies (no input but competency is evaluated)
O = Opportunity for development (no input evaluation but there is opportunity to practice the
competencies)

Course Outline and Time Frame

Week Topics Course Intended Resources Aligned PPST Activities/ Assessment

Learning Outcomes Domain Methodologies Methods
(CILOs)

1 Introduction 1. Analyze the Domain 1: Lecture, Diagnostic

to English structure of English Content discussion, quiz
Grammar sentences, including Knowledge and diagnostic test
their components and Pedagogy
functions.

2–3 Parts of 1. Analyze the Domain 1: Exercises, group Short quizzes,

Speech and structure of English Content activities participation
Sentence sentences, including Knowledge and
Structure their components and Pedagogy
functions.

4–5 Phrases, 2. Demonstrate Domain 1: Practice drills, Written tests

Clauses, and mastery of Content sentence crafting
Sentence grammatical rules in Knowledge and
Types both spoken and Pedagogy
written
communication.

6–7 Subject-Verb 2. Demonstrate Domain 1: Case studies, Quiz, peer

Agreement mastery of Content peer review assessment
grammatical rules in Knowledge and
both spoken and Pedagogy
written
communication.

8–9 Verb Tenses 2. Demonstrate Domain 1: Grammar games, Practical

and Aspect mastery of Content exercises exam
grammatical rules in Knowledge and
both spoken and Pedagogy
written
communication.

10 Midterm 1–2. Analyze and Domain 5: Review sessions, Midterm

Examination demonstrate mastery Assessment and exam exam
of the grammatical Reporting preparation
structures covered so
far.

11–12 Modifiers 3. Apply linguistic Domain 4: Sentence- Classroom

 (Adjectives concepts to improve Curriculum and building activities, quiz
and clarity, coherence, and Planning exercises
Adverbs) style in writing.

13 Prepositions 3. Apply linguistic Domain 4: Text analysis, Activity

and concepts to improve Curriculum and interactive sheets
Sentence clarity, coherence, and Planning exercises
Cohesion style in writing.

14–15 Common 4. Evaluate and edit Domain 5: Error analysis, Error

Errors in written texts to Assessment and editing tasks correction
English ensure grammatical Reporting assignments
Grammar accuracy and
appropriateness.

16 Writing with 5. Create texts that Domain 1: Writing Final writing

Style: demonstrate varied Content workshop project
Combining and sophisticated use Knowledge and
Sentences of grammatical Pedagogy
structures.

17 Review and 1–5. Consolidate Domain 7: Collaborative Participation

Synthesis knowledge of all Personal Growth review activities
grammatical and Professional
structures and their Development
practical applications.

18 Final 1–5. Demonstrate Domain 5: Final exam Final exam

Examination comprehensive Assessment and
understanding of Reporting
grammatical
structures and their
applications.

PPST Domain Alignment in the Course Outline

 Domain 1: Content Knowledge and Pedagogy: Ensures the teacher demonstrates mastery of subject
content, including grammar, syntax, and communication skills.

 Domain 4: Curriculum and Planning: Encourages effective planning and application of grammatical
knowledge for structured and coherent communication.

 Domain 5: Assessment and Reporting: Focuses on using assessments to evaluate learning gaps, identify
improvements, and ensure grammatical accuracy.

 Domain 7: Personal Growth and Professional Development: Highlights reflective practices and professional
growth through synthesis and practical application of grammatical knowledge.

Instructional Materials and References

 Azar, B. S. (2017). Understanding and Using English Grammar (5th ed.). Pearson.

 Celce-Murcia, M., & Larsen-Freeman, D. (2015). The Grammar Book: An ESL/EFL Teacher's Course (3rd ed.).
Heinle ELT.

 CHED Memorandum Order No. 75, Series of 2017.

 Supplemental Online Resources: Purdue OWL, Grammarly Blog, Khan Academy.

Teaching Strategies

 Interactive Lectures: Facilitate concept discussions and clarification.

 Collaborative Learning: Peer-review exercises and group projects.

 Hands-On Practice: Writing workshops, grammar games, and sentence construction.

 Technology Integration: Use of online grammar checkers, discussion forums, and quizzes.

Assessment Tools and Grading System

Assessment Type Percentage

Participation 10%

Quizzes 20%

Midterm Examination 20%

Writing Projects 25%

Final Examination 25%

Passing Mark: 75%

Policies and Guidelines

1. Attendance and Participation

 Punctuality: Students must arrive on time. Three late arrivals will be equivalent to one absence.

 Attendance Requirements: Students are required to attend at least 80% of the total class hours to be
eligible to take the final examination.

 Active Participation: Active engagement in discussions, activities, and collaborative work is expected and
will be part of the grading criteria.

2. Academic Integrity

 Plagiarism: Copying work or submitting assignments that are not one’s own will result in a failing grade
for the task and possible disciplinary action.

 Cheating: Any form of dishonesty during quizzes, exams, or other assessments will lead to an automatic
zero for the activity and a report to the Academic Affairs Office.

 Proper Citation: Students must appropriately cite sources in written work, adhering to proper referencing
styles.

3. Submission of Requirements

 Deadline Compliance: All assignments, projects, and other submissions must be completed by the
deadlines set by the instructor. Late submissions will incur a penalty of 10% per day.

 Extensions: Requests for extensions due to valid reasons (e.g., illness, emergencies) must be made at least
24 hours before the deadline and supported with documentation.

4. Use of Technology

 Gadgets in Class: Mobile phones and other devices must be kept on silent mode during class. Use of
gadgets is permitted only for academic purposes as instructed by the teacher.

 Online Platforms: Students are expected to regularly check the designated online platform (e.g., Google
Classroom, MS Teams) for updates, assignments, and resources.
5. Classroom Etiquette

 Respect for Others: Students must show respect to peers and the instructor during discussions. Disruptive
behavior, including side conversations and inappropriate remarks, is not tolerated.

 Dress Code: Students are expected to follow the school’s prescribed dress code.

6. Consultation Hours

 Students may approach the instructor during scheduled consultation hours for additional guidance on the
course material or to clarify questions about requirements and assessments.

7. Grievance and Feedback Mechanism

 Open Communication: Students are encouraged to provide constructive feedback about the course and
the teaching process during periodic evaluations.

 Appeals: For grading disputes or other concerns, students must submit a formal written request within
one week of receiving the grade or feedback.

8. Inclusive and Supportive Environment

 Accommodations: Students with special needs or learning challenges must inform the instructor at the
start of the semester so reasonable accommodations can be made.

 Group Work: Collaborative tasks must ensure fair contributions from all members. Free-riding behavior
will result in deductions for non-contributing members.

9. Academic Expectations

 Grammar Focus: Since this is a grammar-intensive course, students are expected to display improvement
in grammar in all submitted work for other subjects as well.

 Language Policy: English will be the medium of instruction and communication during class discussions to
promote language mastery.

10. Penalties for Misconduct

 Disruptive Behavior: Students engaging in disruptive actions will receive a warning. Repeated offenses
will lead to disciplinary actions as outlined by the school’s student handbook.

 Unauthorized Absences: Unjustified absences during assessments will result in a score of zero unless a
valid excuse is provided.

Prepared by: Approved by:

_________________________________________________________ SR. THELMA TITUS R. BULAGAO, CARM. O. L., DM-EM

Instructor’s Name College Dean
Dean of the College of Education