Republic of the Philippines

ABRA STATE INSITUTE OF SCIENCES AND TECHNOLOGY

VISION
The preferred center of quality education in the province of Abra

MISSION
The College shale provide professional, scientific, technological knowledge to produce quality graduates in relevant degrees; undertake research to generate
technologies and other solutions for local and national development; disseminate technologies and other solutions to its various clienteles; and engage in programs
and projects for income generation.

CORE VALUES

N obility -Learned and educated

E ntreprenuership -Productivity and self-reliance
W isdom -Love of God
A ction -Performance-focused
S incerity -High commitment to duty
I ntegrity -Personal transformation
S ervice -Client-orientation
T eamwork -Coordinated group work

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 COLLEGES OF ARTS AND SCIENCES
Arts Department

Outcomes-Based Teaching and Learning Plan

Course title Society, Culture with Family Planning Course Code Soc Sci 12
Credit Units 3 Course Pre-/Co-requisites None
Course Description This course includes the development, methods and importance of sociology. It discusses the concepts, characteristics,
functions and application of culture with emphasis in the Philippine cultural values and on gender and development. The
course aims to instill awareness among students the nature, classifications, and functions of groups as well as the theories
of socialization, factors in personality development functions and roles of the agents of socialization on their effects to
development and compliance to social norms in society. Ti presents the components, organizations roles and contributions
of the different social institutions to the individuals and society. Students learn about the theories, types, factors and
barriers of social change and the importance of social movements in relation to women in development. The course
intends to provide appropriate and valuable information on marriage, family life and population education to prepare
students towards responsible parenthood.

Course intended Learning Outcomes After completing this course, STUDENTS MUST HAVE DEMONSTRATED
(CILO)
A. Comprehend the basic concepts and theories in the study of sociology and culture.
B. Explain the components and characteristics of culture and why people have different cultures.
C. Manifest knowledge of varied perspectives as a member of society by citing various social theories
on how individuals and groups interact with one another.
D. Identify and contrast Philippines, other Asian and Western cultural practices and choose which are
worth perpetuating considering the recent social developments
E. Examine the various social processes and issues affecting Philippine society
F. Raise the level of awareness or responsible parenthood and family planning
1.

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 PROGRAM MAPPING GRID

Courses Cre PS CT DML Com Col ICT IL Cit LC PSR

Eng. 311- Introduction to Language Study 3 3 3 3 3 3 3 3 3 3 3
Eng. 312- Introduction to Applied Linguistics 3 3 3 3 3 3 3 3 3 3 3
Eng. 313- Language and Society 3 3 3 3 3 3 3 3 3 3 3
Eng. 314- Language in Culture 3 3 3 3 3 3 3 3 3 3 3
Eng. 315- Argumentation and Debate 3 3 3 3 3 3 3 3 3 3 3
Eng. 316- Contemporary Literary Theory 3 3 3 3 3 3 3 3 3 3 3
Eng. 321- Structure of the English Language 3 3 3 3 3 3 3 3 3 3 3
Eng. 322- Cross Cultural Communication 3 3 3 3 3 3 3 3 3 3 3
Eng. 323- Afro-Asian Literature 3 3 3 3 3 3 3 3 3 3 3
Eng. 324- Anglo-American Literature 3 3 3 3 3 3 3 3 3 3 3
Eng. 325- Teaching Language and Literature 3 3 3 3 3 3 3 3 3 3 3
Eng. 411- European Literature 3 3 3 3 3 3 3 3 3 3 3
Eng. 412- Creative Writing 3 3 3 3 3 3 3 3 3 3 3
Eng. 413- Approaches to College English Teaching 3 3 3 3 3 3 3 3 3 3 3
Eng. 414-Thesis Proposal Writing 3 3 3 3 3 3 3 3 3 3 3
Eng. 421- Thesis Writing 3 3 3 3 3 3 3 3 3 3 3
Eng. 422- Internship 3 3 3 3 3 3 3 3 3 3 3
Elec. 1- Developmental Reading 3 3 3 3 3 3 3 3 3 3 3
Elec. 2- Foreign Language 1 ( Basic French) 3 3 3 3 3 3 3 3 3 3 3
Elec. 3- Foreign Language 2 ( Conversational French) 3 3 3 3 3 3 3 3 3 3 3
Elec. 4- Mythology and Folklore 3 3 3 3 3 3 3 3 3 3 3

Codes: 3 = To a Large Extent 2 = To Some Extent 1 = To a Little Extent

Legend:

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 Cre Creativity PS Problem Solving CT Critical Thinking DML Decision Making & Learning
Com Communication Col Collaboration ICT information and Communication Technology
IL information Literacy Cit Citizenship LC Life and Career PSR personal and Social Responsibility

COURSE MAPPING GRID

UNIT Cre PS CT DML Com Col ICT IL Cit LC PSR

1-The Nature of Applied Linguistics 3 3 3 3 3 3 3 3 3 3 3
2- introduction to Language teaching and Learning 3 3 3 3 3 3 3 3 3 3 3
3- Foundations of Psycholinguistics 3 3 3 3 3 3 3 3 3 3 3
4- Theories, Techniques, and Practice of Literary Translation 3 3 3 3 3 3 3 3 3 3 3
5- The Fundamentals of Discourse Analysis 3 3 3 3 3 3 3 3 3 3 3
6- The Basic of Stylistics 3 3 3 3 3 3 3 3 3 3 3

Codes: 3 = To a Large Extent 2 = To Some Extent 1 = To a Little Extent

Legend:

Cre Creativity PS Problem Solving CT Critical Thinking DML Decision Making & Learning
Com Communication Col Collaboration ICT information and Communication Technology
IL information Literacy Cit Citizenship LC Life and Career PSR personal and Social Responsibility

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Liminal Period (MIDTERM) Unit 1: The Nature of Applied Linguistics
Essential Learning
Week Content Standards Declarative Knowledge Functional Knowledge Intended Learning Outcomes Suggested Assessment Tasks
(ILO) Teaching/Learning (ATs)
Students should be able to: Activities (TLAs)
1-2 1. To discuss the  Nature and Scope  Sociology as a  Define sociology as a science Teaching/Learning Activities Situational
content, perspective, of Sociology Science  Relate sociology to other Discussion Analysis of
and areas of sociology  Development of social sciences Group work collaboration/ Sociological
and cite the Sociology  Identify notable forerunners Brainstorming Theories and
commonalities and  Methods in and their significant Group work processing Roles of
differences between Sociology contributions in the Situational analysis Sociologists
sociology and other development of sociology
social sciences.
3. To identify the Input Material/Resources
forerunners of Texts/Handouts/Readings
sociology and their
significant Output Materials
contributions to the Situational Analysis of
development of Sociological Theories and
sociology. Roles of Sociologists

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Liminal Period (MIDTERM)
Week Content Standards
Unit 2: Introduction to Language teaching and learning
Essential Learning
Declarative Knowledge Functional Knowledge Intended Learning Outcomes Suggested Assessment Tasks
(ILO) Teaching/Learning (ATs)
Students should be able to: Activities (TLAs)

3-4 Define and recognize CULTURE A. Nature and Define, recognize and classify Teaching/Learning Activities Documented
the nature of culture Scope of culture Community Immersion cultural encounters
and terminologies Culture Listing and conceptualizing
relevant to culture. B. Elements of terms
Culture Movie/Film Analysis
C. Types of
Culture Input Material/Resources
D. Characteristics LCD Projector, Laptop,
and Functions Readings about culture
of Culture
Output Materials
Documented cultural
encounters

5-6
To discuss the Filipino e. Philippine Cultural Assess an appreciate the Filipino Teaching/Learning Activities Dramatization on
cultural values that values cultural values and their effects Community Immersion Lived Experiences
have influenced f. Gender and on Societal Roles/Functions Listing and conceptualizing in the Community
Philippine social life Culture terms
and institutions and Movie/Film Analysis
identify the strengths Gender Sensitivity Forum
and weaknesses of the
Filipino character Input Material/Resources
LCD Projector, Laptop,
Readings about culture

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 Output Materials
Dramatization on Lived
Experiences in the
Community

7-10 1. To identify and THE INDIVIDUAL A. Socialization and Identify, distinguish and illustrate Teaching/Learning Activities Reaction paper,
explain the theories and SOCIETY Personality the different socialization Experiental film Reflection and
and functions of B. Social Norms and processes towards personality documentation/ essay writing self-assessment,
socialization in Social Deviance development film strip analysis
society. C. Groups and Input Material/Resources
2. Identify the factors Organizations Assess deviant behaviors with Multi-media set up/gadgets
in the development of D. Social Stratification respect to social norm and
personality and the standards set by groups and Output Materials
various agents in the organizations Film strip
socialization process.
3. To identify the
various kinds of
deviance in the society
and discuss the
existing social control
mechanism for the
deviance.
4. To explain the
effect/ influence of the
socialization agents in
personality
development and
social deviance.
5. To discuss the
phases of occupational
socialization.

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Liminal Period (MIDTERM) Units 1-3
Essential Learning
Week Content Standards Declarative Knowledge Functional Knowledge Intended Learning Outcomes Suggested Assessment Tasks
(ILO) Teaching/Learning (ATs)
Students should be able to: Activities (TLAs)
12 SOCIAL Theoretical perspective on  Classical Conditioning Use theoretical perspective to Teaching/Learning Activities Sample situation
INSTITUTIONS language learning  Operant Conditioning analyze language learning Discussion analysis
A. The Family  Meaningful Learning situations and discuss issues that Learning situation analysis
B. Economic  Affective Psychology are involved with them. Consciousness-raising
Institutions  Developmental strategy on key issues
C. Religions Learning
Institutions  Multiple Intelligence Input Material/Resources
D. Political LCD Projector, Laptop,
Institutions Texts, Readings
E. Education.
Output Materials
Sample learning situation
analysis
5 Demonstrate adequate Comparing First and  First Language Compare First and Second Teaching/Learning Activities Expository essay
knowledge in Second Acquisition Acquisition (FLA) Language Acquisition (SLA). Discussion
comparing First and (SLA)  Second Language In-class expository essay
Second Language Acquisition (SLA) writing
Acquisition (SLA).
Input Material/Resources
Texts/Handouts/Readings

Output Materials
Expository essay developed
by Comparison

Demonstrate Theories of SLA  Behaviorist Theories Identify the SLA theory that Teaching/Learning Activities Situational
understanding of the (Contrastive Analysis corresponds to a particular Group collaboration analysis of SLA
various theories of hypothesis) situational context. SLA situation analysis theories, models,
Second Language  Universal Grammar Group work processing and hypotheses

8
 Acquisition (SLA) Theory
 Cognitive Theory Input Material/Resources
 Cognitive Theory Texts/Handouts/Readings
 Critical Age
Hypothesis Output Materials
 Input Hypothesis Situational analysis of SLA
 Monitor Model/Theory
 Conversation Theories
 Acculturation Model
 Accommodation
Theory

Liminal Period Unit 4: Theories, Techniques, and Practice of Literary Translation

(FINALTERM)
Essential Learning
Week Content Standards Declarative Knowledge Functional Knowledge Intended Learning Outcomes Suggested Assessment Tasks
(ILO) Teaching/Learning (ATs)
Students should be able to: Activities (TLAs)
6 Demonstrate Interlanguage and error  Interlanguage Analyze errors committed by Teaching/Learning Activities Error analysis of
skillfulness in analysis  Sources of error second language learners. Error analysis high school
analyzing errors and  Error analysis Peer tutoring and editing students’ sentences
their sources.
Input Material/Resources
Text/Handouts/Readings
Sample sentences of second
language learners

Output Materials
Error analysis of second
language learner’s sentence
7 Demonstrate Theories of translation  Semantic Translation Distinguish and illustrate the Teaching/Learning Activities Translation of
substantial knowledge  Communicative various translation theories. Oral presentation idioms, sentences
on translation theories. Translation Translation practice and utterances
 Meaning-based
translation Input Material/Resources

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 Text/Handouts/Readings

Output Materials
Sample illustrations of each
translation theory

Demonstrate Techniques in literary 1.Direct Translation Translate selected literary pieces Teaching/Learning Activities Translation of the
competence in translation Techniques from the source language (SL) to Discussion poem “How Do I
translating literary  Borrowing the target language (TL). In-class translation of selected Love Thee” by
pieces using  Calque or loan literary pieces Elizabeth Barrett
appropriate techniques translation Browning
in translation.  Literal Translation Input Material/Resources
LCD Projector, Laptop
2.Oblique Translation Text/Handouts/Readings
Techniques
 Transposition Output Materials
 Modulation Translation of selected
 Reformulation of literary pieces
Equivalence
 Adaptation
 Compensation

Liminal Period Unit 5: The Fundamentals of Discourse Analysis (DA)

(FINALTERM)
Essential Learning
Week Content Standards Declarative Knowledge Functional Knowledge Intended Learning Outcomes Suggested Assessment Tasks
(ILO) Teaching/Learning (ATs)
Students should be able to: Activities (TLAs)

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8 Demonstrate Problems in literary  Linguistics Problems Identify and solve the problems Teaching/Learning Activities Paper in
consciousness on translation  Cultural Problems encountered in literary Electronic website or library translating
problem in literary translation. research Browning’s “How
translation Translation paper writing Do I Love Thee”

Input Material/Resources
LCD Projector, Laptop,
Text/Handouts/Readings

Output Materials
Paper on translation,
exemplifying the problems
encountered in translating a
selected literary pieces.
9 Demonstrate with DA Authorities and their  Teun A. van Dijk Identify DA authorities and their Teaching/Learning Activities Pictures of
authorities and contributions in the field. -Critical Discourse significant contributions in the Electronic website or library selected DA
knowledge on their Analysis field. research authorities and
significant  H.Paul Grice Teamwork presentation write-up on their
contributions in the -conversational Quizzes and tests significant
field. Maxims/ contribution in the
Cooperative Principle Input Material/Resources field.
 John Langshaw Austin LCD Projector, Laptop,
-Speech Act Theory Text/Handouts/Readings
(Speech Act as
Meaningful Utterance) Output Materials
 John Searle Pictures of selected DA
-Speech Act Theory authorities and write-up on
 Evelyn Hatch their significant contribution
-Discourse and in the field.
language education

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Liminal Period Unit 6: The Basic of Stylistics
(FINALTERM)
Essential Learning
Week Content Standards Declarative Knowledge Functional Knowledge Intended Learning Outcomes Suggested Assessment Tasks
(ILO) Teaching/Learning (ATs)
Students should be able to: Activities (TLAs)
10 Demonstrate Object of discourse  Discourse Explain the various objects of Teaching/Learning Activities Discourse analysis
understanding on the analysis  Writing DA. Analyzing a sample discourse of “Sepang Loca”
objects of DA  Conversation
 Communicative event Input Material/Resources
Text/Handouts/Readings

Output Materials
Discourse analysis of an
excerpt or selected literary
piece

11 Demonstrate adequate Nature and foundations of  Linguistic meaning of Conceptualize stylistics, identify Teaching/Learning Activities Issue paper on
knowledge about stylistics style the stylistics authorities, and Analyzing Jose Garcia Villa’s Jose Garcia Villa’s
stylistics.  Definition of stylistics explain the principle of stylistics “Footnote to Youth” “Footnote to
 Stylistics authorities analysis. Electronic website or library Youth”
and their significant research
contributions in the
field Input Material/Resources
 The principles of Text/Handouts/Readings
stylistic analysis
 Linguistic function Output Materials
and literary style Issue paper on Jose Garcia
Villa’s “Footnote to Youth”

12 Demonstrate An approach to stylistics  Recent trends in Apply concepts of stylistics Teaching/Learning Activities Stylistic analysis
understanding of analysis stylistics analysis. Electronic website or library of Paul Simon’s
recent trends in  The seven types of research “Sound of Silence”
stylistics analysis and ambiguity Singing and analyzing Pal
competence to Simon’s “Sound of Silence”
stylistically analyze

12
 Paul Simon’s “Sound Input Material/Resources
of Silence”. Text/Handouts/Readings

Output Materials
Stylistics analysis of Paul
Simon’s “Sound of Silence”

Liminal Period Expanded Learning Opportunities

(FINALTERM)
Essential Learning
Week Content Standards Declarative Knowledge Functional Knowledge Intended Learning Outcomes Suggested Assessment Tasks
(ILO) Teaching/Learning (ATs)
Students should be able to: Activities (TLAs)
13-18 Demonstrate Expanded learning opportunities. Accomplish additional tasks. Teaching/Learning Activities Portfolio
capability to Remedial instruction
accomplish additional Academic reading and writing
learning tasks.
N.B.: as per the need of a
student arises.

Input Material/Resources
Text/Handouts/Readings

Output Materials
It will be based on a student’s
expanded assessment task.

Basic Readings Abrams, M.H. (1988). A glossary of literary terms, 5th ed. USA:Holt, Rineheart and Winston, Inc.
Anderson, J.C; Clapham, C; & Wall, D. (1999). Language test construction and evaluation. UK: Cambridge University Press.
Beebe, L.M. Ed. (1990). Issues in second language acquisition: multiple perspectives. NY: Exford University Press.
Brown, H.D. (1994). Principles of language learning and teaching, 3rd ed. Englewood Cliffs, NJ. Prentice Hall Regents.

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 Coates, J. (1985). Women, men and language: a sociolinguistic account of sex differences in Language. NY: Longman Group UK Limited.
Ellis, R. (1985). Understanding second language acquisition. NY: Oxford University Press.
Gee, J. P. (1999). An introduction to discourse analysis. Great Britain: St. Edmundsbury Press Ltd.
Hatch, E. (1992). Discourse and language education. USA Cambridge University Press.
Larson, M. (1998). Meaning-based translation; a guide to cross-language equivalence, 2nd. Ed. Lanham, Maryland: University Press of
America, Inc.
Lefevere, A. (1992). Translating literature: practice and theory in a comparative literature context. NY; The Modern Language Association of
America.
McCarthy, M. (1991). Discourse analysis for language teachers. UK; Cambridge University Press.
McDonough, S. (1992). Applied linguistics in language education. NY: Oxford University Press
Spolsky. B. (1998).Sociolinguistics. USA: Oxford University Press.
Weber, J. J. (1995). The stylistics reader: from Roman Jacobson to the present. NY.: St. Martin’s Press. Inc.

Extended Readings Empson, W. (1949). The seven types of ambiguity. In Robert Vaux eHow, Driven Demand Media, 1999-2014. Retrieved, November 14, 2014,
from http://www.ehow.com/list_6403850_seven-types-ambiguity.html
Harris, M. (1979). Cultural materialism: The Struggle for a science of culture. New York: Vintage. Retrieved October 4, 2011, from
http://books.google_cultural_materialism.com
Reason System, Inc. (2014a). iRubric: oral presentation. Retrieved, November 13, 2014, from
http://www.rcampus.com/rubricshow.cfm?code=C94286=yes&
(2014b). iRubric: translation rubric. Retrieved, November 13, 2014, from
http://www.rcampus.com/rubricshow.cfm?code=V34C9A&sp=yes&
(2014c).iRubric: Literary analysis essay rubric. Retrieved, November 13, 2014,
fromhttp://rcampus.com/rubricshow.cfm?code=P95C6C&sp=yes&
Tiersma, P. (n.d.). What is forensic linguistics? Retrieved, November 14, 2015, from http://www.languageandlaw.org/FORENSCI.HTM
Course Assessment To be discussed by the Committee on Grading System

Recitation or participation in class activities…………….….10%

Quizzes/Homework…………………………………………...20%
Short Papers ………………………………………………….20%
Portfolio ……………………………………………………..…20%
Term Examination ………………………………………..…..30%
TOTAL 100%

Course Policies Language of Instruction: The language of instruction is English. In the teaching and learning presentation, however, language samples may be
in another language if it is needed to exemplify an activity in this course.

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 Attendance: The university rule on a 54-hour attendance applies: 20% absence is considered failed or dropped, as the case may be.
There will be no make-up arrangements for oral presentations, hence, the instructor/professor lecture in the absence of the discussant.
Those who cannot come on the examination day are advised to take the test on the day prior to the schedule.

Homework, Written Reports and Reaction Papers: Course requirement must be turned in following the scheduled due dates. If you cannot make
it class on time, give your assessment items to a classmate to submit for you. Failure to submit assessment items and without an adequate excuse
(e.g a doctor’s certificate) will result in a reduced score for that assessment item.

Course Portfolio: The Portfolio is a form of a assessment for this class. Each of you is expected to purchase as 40 or 60 leaf folders to use as
your portfolio. All forms of in-class outputs, homework, worksheet, readings, and other items are to be placed in the portfolio for assessment at
the end of the semester. Prepare the Title Page and following it is the Table of Contents. This will help you organize your portfolio as well as in
helping your instructor/professor assess and grade items contain within it. Bring your portfolio when asked to.

Honor, Dress and Grooming Code: You are enjoined to wear the prescribed uniform of the college with your ID worn at all times. Also, respect
to administrators, faculty and staff of the university as well as as to your classmates and other students shall be observed. You are mandated to
follow all school policies and regulations.

Deficiencies: Incomplete grades have to be attended to within a year.

Committee Members Cluster Leader: Noel B. Begnalen, Ph.D

Members: Prof. Elsa Bagioan
Prof. Rowena Ortega
Prof. Ma. Nacelli G. Bose

Consultation Faculty Member: Noel B. Begnalen, Ph. D

Schedule Email-address: begnalennoel@yahoo.com
Consultation Hours: by appointment
Time and Venue: 10:00 a.m -12:00 nn T-F/ VPAA Office

Course Title: AY/Term of Effectivity: Prepared by: Recommending Approval: Pages:

15
 Eng. 312
Introduction to Applied AY 2015-2016/1st Semester NOEL B. BEGNALEN, Ph, D Prof. Elizer Lazo 13
Linguistics Professor Chairman

Approved:

Dr. Mary Joan T. Guzman

Dean

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