COLLEGE DEPARTMENT

BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH

VISION CORE VALUES Course Code: EL 105
A diocesan catholic school community Units: 3 UNITS No. of Hours/Week: 3 HRS/18 WEEKS
Stewardship Empowerment Empathy Discipleship Solidarity
that is founded on the oneness of Heart of Prerequisite: EL101 Language, Culture and Society
Jesus and Mary and passionate in the
communal work of integral human
Anent the vision-mission of Our Lady of the Sacred Heart College of Guimba, Inc., that is founded on the oneness of Heart of Jesus and Mary, its implementing
development of young towards the fullness
rules and regulations, the policy declarations and principles of a Catholic Diocesan College and an OLSHCONIAN culture together with CHED guidelines, the
of life.
following will be the guiding light of an OLSHCO graduate:

MISSION PROGRAM GOAL

Inspired by and devoted to the oneness The BACHELOR OF SECONDARY EDUCATION degree program aims to develop highly, committed, competent and Christian values-oriented teachers specializing
of Heart of Jesus and Mary, OLSHCO is in the content and pedagogy for secondary education.
committed to: PROGRAM OUTCOMES
1. Develop among students modern –
A. Common to All Programs towards 7.Preserve and promote “Filipino historical and 8.Pursue lifelong learning for personal and professional
world skills for them to succeed as
Human Development cultural heritage” (based on RA 7722) growth through varied experiential and field-based
empowered global citizens; and
1. Consolidate,
L-Facilitates learning of competencies P-Allows student to practice competencies articulate
O-Opportunity and
for development B. Common to Teacher Education opportunities
2. Nurture a learning environment that
proclaims and models values of human institutionalize the latest developments 1. Articulate the rootedness of education in C. Major in English
integrity. in the specific field of practice (PQF level philosophical, socio-cultural, historical, 1. Possess broad knowledge of language and
6 descriptor) psychological, and political contexts literature for effective learning (L)
2. Effectively communicate in English and 2. Demonstrate mastery of subject matter/discipline 2. Use English as a global language in a multilingual
COLLEGE OBJECTIVES
Filipino, both orally and in writing 3.Facilitate learning using a wide range of teaching context as it applies to the teaching of language
In consonance with the Vision-Mission
Work effectively and collaboratively with methodologies and delivery modes appropriate to and literature (L)
guided by the oneness of Heart of Jesus and 3.
specific learners and their environment Acquire extensive reading background in
Mary, the College commits itself to: a substantial degree of independence, 3.
4.Develop innovative curricula, instructional plans,
1. Provide high quality and holistic empowerment and personal leadership language, literature, and allied fields (L)
teaching approaches, and resources for diverse
educational services; in multi-disciplinary and multi-cultural 4. Demonstrate proficiency in oral and written
learners
2. Reinforce values formation to produce teams (PQF level 6 descriptor) communication (L)
5.Apply skills in the development and utilization of
professionals who are responsive to the 4. Act in recognition of personal, 5. Shows competence in employing innovative
ICT to promote quality, relevant, and sustainable
changing needs of industry and society; and professional, social, ethical responsibility language and literature teaching approaches,
educational practices
3. Strengthen linkages and industry and accountability in promoting human methodologies, and strategies (L)
6.Demonstrate a variety of thinking skills in
partners for continuous development. development and integrity 6. Use technology in facilitating language learning
planning, monitoring, assessing, and reporting
GRADUATE ATTRIBUTES 5. Live out a deep sense of spirituality that learning processes and outcomes and teaching (L)
1. Effective Communicator witnesses the Oneness of Heart of Jesus 7.Practice professional and ethical teaching 7. Inspire students and colleagues to lead relevant
2. Design Thinker and Mary standards sensitive to the local, national, and global and transformative changes to improve learning
3. Ecological Integrity Advocate 6. Participate in the mission of the local realities language and literature (L)
4. Cultured Citizen church of the Diocese of San Jose that 8. Display skills and abilities to be a reflective and
5. Results-driven Professional centers on------------ research-oriented language and literature teacher.
(L)
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 COURSE SYLLABUS

I. COURSE IDENTIFICATION
COURSE CODE : EL 105
COURSE TITLE : LANGUAGE LEARNING MATERIALS DEVELOPMENT

COURSE DESCRIPTION:
This course engages the pre-service English teachers in the selection, development,production, and evaluation of variety of language teaching and learning resources based on the
identified K to 12 learning competencies. Through these activities, the pre-service English teachers are able to demonstrate content knowledge on the principles and procedures of
language materials development. Students show competence in employing innovative strategies on the design and development of contextualized and localized instructional materials
that provide opportunities for meaningful, purposeful language use thereby facilitate language learning anf teaching.

CREDIT UNITS : 3 units

NUMBER OF HOURS : 3 hours/week

II. COURSE OUTCOMES : Incorporating the graduate attributes based on PQF level 6 descriptor, National Competency-Based Teaching Standards and CMO 46 s, 2012, OLSHCO graduates
must have:

a. demonstrated content knowledge on the principles and procedures of designing and developing contextualized and localized materials (M1);
b. showed competence in the selection and development of language learning materials (M1);
c. pursued lifelong learning for personal and professional growth through varied experiential and field-based opportunities. ( M1)
d. evangelized individuals through integration of values formation in all undertakings as a major contribution in sustaining peaceful and morally upright community. (M1,M2)
e. inculcated the value of stewardship, community service and solidarity to address social and environmental issues as our gift to the next generation. ( M2)

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LEARNING PLAN (EL 105)

GRADUATE COURSE OUTCOMES COURSE CONTENTS ASSESSMENT LEARNING ACTIVITIES/TEACHING LEARNING

ATTRIBUTES STRATEGY RESOURCES/REFERENCES
TIME (Vision-
FRAME Mission,
Core Values)

WEEK 1 ORIENTATION ON Student Manual

SCHOOL’S PVMGO , School Policies
Core Values, School
Support Services

WEEK 2-3 GA1 Relate the principles Unit 1: Introduction to Literature review:  Brainstorming:
CV2 and theories of Materials What are the What are materials? Tomlimson, B. (2013).
M1 language learning to Development principles and What is materials development? Developing materials for
the development of A. Definition of theories of language What do others say about current (positive language teaching.
appropriate language materials and teaching and and negative) trends of materials Bloomsburry Publishing
learning materials materials learning that are development? Plc. Retrieved from
through a literature development relevant to materials What should drive materials development? https://www.academia.edu
review B. Current trends and development? What are the principles and theories of /36454579/Developing_Ma
issues in materials language teaching and learning that are terials_for_Language_Teach
development relevant to materials development? ing
C. People involved in
the development of  Reflective journal: Tomlinson (2015.
materials I realize that... Principles and Procedures
D. Principles of I feel that… of Materials Development
second language I need to… for Language Learning
acquisition (SLA) Retrieved from
relevant to the http://www.iltec.pt/pdf/Pri
development of
nciples%20and
%20Procedures%20of
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 materials %20Materials
E. Principles and %20Development
procedures of %20Paper.pdf
materials
development

WEEK 4 GA1 Evaluate the K to 12 Unit 2: Materials Evaluate the K to 12 FGD: K to 12 Eglish Curriculum
CV1, 2 English curriculum in Evaluation English curriculum in The universal criteria which would apply to Guide
M1 terms of materials A. Definition and terms of materials any language learning materials anywhere
used to facilitate principles in materials used for any type of learners. Villalba (2018) Definition
mastery of learning evaluation What principles/ of materials evaluation, its
competencies B. Qualities each unit criteria do the purposes and types.
of material should materials target?
Retrieved from
https://www.slideshare.net/
reflect
karen1529/materials-
C. Types of materials
evaluation-96636427
evaluation
Materials Dip Aleks (2016)
. Retrieved from
https://blogs.brighton.ac.u
k/materialsdip/category/m
aterials-evaluation/

Bugler, et al.(2017)
Teachers’ criteria for
determining the quality of
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 instructional materials.
Retrieved from
https://www.wested.org/wp
-
content/uploads/2017/03/r
esource-selecting-
instructional-materials-
brief-1-quality.pdf

Los Angeles Unified

School District Policy
Bulletin (2019). Criteria
for Evaluating
Instructional Materials
Retrieved from
https://achieve.lausd.net/c
ms/lib/CA01000043/Centri
city/domain/125/libraries/p
ublications/bulletins/BUL-
5209%202%20Criteria
%20for%20Evaluating
%20Instl%20Matrls.pdf

WEEK 5-6 GA1 Apply appropriate Unit 3: Adapting Modify instructional Concept mapping: process of materials Nehal (2016). Materials
CV2 materials adaptation Materials materials to target adaptation Adaptation in English
M1 strategies that target A. Materials learning Language Teaching:
the learning adaptation strategies competencies and Implications for Teacher
competencies and Key features in assessments and to Development. Retrieved
assessments and to materials adaptation suitlearners’needs. from
suit learners’ needs
https://www.researchgate.
net/publication/332859663
_Materials_Adaptation_in
_English_Language_Teach
ing_Implications_for_Teac
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 her_Development

Alda, R.(2018). Podcasting

tasks and students’ aural-
oral skills. International
Journal of Language and
Education.Volume7, Issue
4, October 2018

Stanely, G. (2013)
Language learning with
technology: Ideas for
integrating technology in
the classroom. Cambridge:
Cambridge University Press

WEEK 7-8 GA1 Design a curriculum Unit 4: Curriculum Examine the K to 12 Curriculum mapping for isntructional K to 12 English Curriculum
CV1,2 map that employs Mapping for English curriculum materials Guide. Retrieved from
M1 appropriate Instrructional List the learning www.deped.gov.ph/wp-
instructional materials Materials Preparation competencies then contnet/uploads/2019/Engl
to target learning Purposes identify appropriate ish-CG.pdf
competencies, activities/
assessments and assessments.
learners’ needs. Cite instructional
materials to target
learners’ needs.
WEEK 9-17 GA1 1. Select appropriate Unit 5: Developing Teaching portfolio Preparation of instructional materials Mozayan, M.(2015).
CV1,2 materials for the Specific Types of Students compile Materials to develop
M1 specific competencies/ Materials the different microskills and macroskills:
macro skills A. Materials for the language learning Are there any principles?
2. Design and/or Teaching of Grammar materials they have ELT Voices. Retrieved from
improve (existing) (criteria)- Week 9-10 designed http://eltvoices.in/Volume5
contextualized and B. Materials for /Issue_6/EVL_56_1.pdf
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 localized materials Teaching Vocabulary
appropriate for the (designing input and Poetsch, S. (2016).Teaching
learning competencies output activities to language: Macro skills.
3. Produce language encourage/ help Retrieved from
learning materials vocabulary learning https://www.indigoz.comau
specific for the and fluency /language/teachmacro.htm
teaching of : development)- Week l
-grammar 11
-vocabulary C. Materials for Carolino, C. et al. (2019).
-reading Developing Reading Instructional strategies and
-writing Skills (alternative materials utilized in
-speaking approach to materials teaching viewing as macro
-listening for teaching reading)- skill by English teachers.
-viewing Week 12 Retrievedfrom
-cultural D. Materials for http://psurj.org/wp-
awareness Developing Writing content/uploads/2019/01/
Skills-Week 13 4_Instructional-Strategies-
E. Materials for and-Materials-Utilized-in-
Developing Listening Teaching-Viewing-as-
Skills-Week 14 Macro-Skill-by-English-
F. Materials for Teachers.pdf
Developing Speaking
Skills- Week 15 https://www.urbandalescho
G. Materials for ols.com/policy/article-600-
Developing Viewing educational-program/627-
Skills- Week 16 instructional-materials-
H. Materials for selection-inspection-and-
Cultural Awareness- reconsideration/
Week 17
WEEK 18 GA1, 5 Integrated Assessment
CV1, 2, 5
M1

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Submitted by:

Wylene G. Herminigildo, PhD Approved by:

Instructor

Reviewed by: Rubelyn M. Esperon, PhD

College Dean
__________________________
Program Head Date:_____________________

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 COLLEGE DEPARTMENT
EL 105 Language Learning Materials Development
Name___________________________________________________________ Course/ Major_______________________________

Subject/ Course Guide Question/s Student’s Response Instructor’s Feedback

EL 105 Language 1. What are your expectations about
Learning Materials our subject?
Development

2. Why are instructional materials

important in the teaching learning
process?

3. When do you say that instructional

materials served their purpose?

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