UNIVERSITY OF CALOOCAN CITY

Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

COLLEGE : COLLEGE OF EDUCATION

COURSE : TRANSLATION
COURSE CODE : ENGL 517
PREREQUISITE (s) : NONE

I. INSTITUTIONAL VISION:
The University of Caloocan City aims to have a quality higher institution with stakeholders imbued with relevant knowledge, skills, and values for the attainment of community-
driven, industry sensitive, environmentally conscious, resilient, globally competitive university in and for the love of God, country and people.

II. INSTITUTIONAL MISSION:

The university calls to develop God-loving, people-driven, patriotic, industry sensitive, environmentally conscious, globally competitive and resilient graduates.

III. INSTITUTIONAL GOALS:

1. To be a sought after educational institution integrating quality, competence and servant hood that will produce successful and well-rounded pool of graduates in their chosen
careers and endeavors.
2. To yield graduates that will continue to uplift the already strong ideals of the City of Caloocan through the promotion of desirable values as love (of God, people and self),
environmental consciousness, and resiliency, and
3. To prepare graduates in becoming highly abreast and competitive in a fast-paced, globalized economy through awareness on national issues, trend and ASEAN integration.

IV. COLLEGE OF EDUCATION VISION:

A quality teacher education institution in a perpetual quest of producing teachers and school leaders imbued with character and intellect and guided by strong sense of integrity,
excellence, ecological consciousness, and community service.

V. COLLEGE OF EDUCATION MISSION:

To develop future educators and school leaders that will:
a. Deliver exemplary instruction and leadership in the field of education;
b. Exhibit resiliency and competitiveness in any learning environment;
c. Engage in scholarly researches that support sustainable development; and
d. Promote environmental and community-driven services for the general welfare.

VI. BSE-ENGLISH PROGRAM VISION:

The BSE-English department embraces its mission to prepare the learners to become competent English Educators and committed professionals who are equipped with necessary
knowledge, skills and values to be productive and responsible citizens of the global community.

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

VII. BSE-ENGLISH PROGRAM MISSION:

The BSE-English department is actively engaged in the teaching and learning process, research, community, and understanding of language, cultural awareness and literature
through cultivation of critical thinking, effective writing, creative and logical thinking and high-quality instruction.
VIII. BSE-ENGLISH PROGRAM GOALS AND OBJECTIVES:
• To prepare and equip learners to be a critical thinkers, effective writers, and articulate speakers in literature and language through critical literacy which is the capacity
to interpret, analyze, synthesize, evaluate and conceptualize literary and social context;
• To strengthen community engagement through collaboration, research, service and civic participation, and;
• To enhance innovative and effective teaching that respond to current trends through a periodic review of curriculum and instruction and develop benchmarks to measure
innovative and effective teaching.
IX. PROGRAM EXPECTED OUTCOMES:
Graduates of BSE ENGLISH program are teachers who:
1. demonstrate integrative and independent thinking, originality, imagination, experimentation problem solving, or risk taking in thought, expression, or intellectual
engagement;
2. generate a close reading of text;
3. demonstrate familiarity with literary traditions, prominent writers, genres, literary movements and style;
4. analyze underrepresented experiences and cultural diversity, including issues of race, gender, class, sexuality, and ethnicity;
5. research and write focused, convincing analytical essays in clear, grammatical prose;
6. have unique and creative way of teaching; and
7. acquire extensive reading background in language, literature, and allied fields.
X. COURSE DESCRIPTION
This course deals with the study of the leading works of English and American writers reflecting the ethos, ideas and philosophies that aid students in the understanding of human
nature.
XI. COURSE EXPECTED OUTCOMES:
After successful completion of the course, the students are able to:
1. provide systematic knowledge of the English and American culture;
2. formulate logical conclusions about life from the selected literary piece read;
3. identify the similarities and differences in the beliefs, ideas, attitude and values of people from the literary pieces discussed;
4. express relevant and sound opinions about literary pieces in relation to national and international problem and issues;
5. familiarize students with the social life and daily life of the English-speaking countries to understand the ideas, feelings, tastes of writers from different classes of historical
periods;
6. help students understand deeper the rich connotations of man and humanity; and,
UCC – COLLEGE OF EDUCATION – TRANSLATION – reap’20 - 2
 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

7. learn more about the relations between man and man, man and society, man and nature together with their psyche, their minds, their view of value, and their perspectives
of time and space

XII. COURSE MAPPING:

PROGRAM OUTCOMES
COURSE OUTCOMES

PO1

PO2

PO3

PO4

PO5

PO6

PO7
a. Provide systematic knowledge of the English and American culture I P I D P D P
b. Formulate logical conclusions about life from the selected literary piece read; P D P D I P D
c. Identify the similarities and differences in the beliefs, ideas, attitude and values
P P D P I D P
of people from the literary pieces discussed;
d. Express relevant and sound opinions about literary pieces in relation to national
P I P D I P D
and international problem and issues;
e. Familiarize students with the social life and daily life of the English-speaking
countries to understand the ideas, feelings, tastes of writers from different classes I P D P I I D
of historical;
f. Help students understand deeper the rich connotations of man and humanity; and, P I D P P I P
g. Learn more about the relations between man and man, man and society, man
and nature together with their psyche, their minds, their view of value, and their P I I D D P D
perspectives of time and space.

Legend:
I – Introduced (The students get introduced to concepts and principles)
P – Practiced (The students practices the competencies with supervision)
D – Demonstrated (The students demonstrate the competencies across different settings with minimal supervision)

XIII. COURSE OUTLINE AND TIMEFRAME:

TIME COURSE CONTENT

Week 1 Overview of Translation and Editing of Text
Week 2 Principles in Translations:
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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

• Culture
Week 3 Principles in Translations:
• Language Behavior
• Use Filipino words in present times
Week 4 Principles in Translations:
• Retention of abbreviations and acronyms
• Other principles
Week 5 Basic qualities/ characteristics of translators
Techniques in Translation
Week 6 Techniques in Translation
• Transposition
• Cultural Equivalence
• Functional Equivalence
Week 7-8 Techniques in Translation
• Reduction/Contraction
• Modulation
• Addition/Expansion
Week 9 Midterm Examination
Week 10 Techniques in Translation
• Lexical Synonymy
• One to one Correspondence
• Componential Analysis
Week 11-12 Translation Collocations
• Descriptive equivalence
• Recognized translation
• Paraphrasing
Others
Week 13 Discourse and Rhetoric
What is Discourse?
What Is Rhetoric?
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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

Week 14 Considerations for Good Writing

• Simplicity
• Clutter
• Style
• Audience
• Words
Week 15-16 Considerations for Good Writing
• Usage
• Forms
• Unity
• The Lead
• The Ending
Bits & Pieces
Week 17 Proper Usage of Punctuation Marks
Grammar rules in translating and editing
Week 18 Final Term Exam

XIV. COURSE CONTENT MATRIX:

DESIRED LEARNING COURSE CONTENT/ TEXTBOOKS/ OUTCOMES-BASED ASSESSMENT OF RESOURCE TIME TABLE
OUTCOMES (DLO) SUBJECT MATTER REFERENCES TEACHING AND LEARNING OUTCOMES MATERIAL
LEARNING (OBTL) (ALO)
At the end of lesson, the
students should be able Overview of Translation As-Safi, A.B., Translation ENGAGE a. Students’ perspective and a. PowerPoint 3 hours
to: and Editing of Text Theories, Strategies and The students will be asked views presented in the presentation
Basic Theoretical Issues the following: engage and explore b. Internet-
a. gain an introductory a. What is your idea on domains based images
knowledge about Translation and Editing of b. Students’ active c. Laptop/
translation and Text? participation in the Desktop with
editing of text. b. In your opinion, what is online/offline platforms such Internet
the significance of these two as Facebook group, d. Module (if
in your course? Facebook live, Google possible)
Platform: Facebook group
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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

meet, Zoom App, Messenger e. Test

EXPLORE and the like questionnaire
The students will be c. Objective type of quiz
provided articles about the
said matter and are tasked
to share their views and
perspectives regarding it.
(playbills are to be provided
in the module and platform
identified.)
Platform: Google
Classroom

EXPLAIN
1. The instructor will ask the
students to define several
terms.
2. The instructor, together
with the students, will discuss
the ff: Translation and
Editing of Text
Platform: Google
meet/Zoom App

ELABORATE
Students are to give their
insights on the discussed
matter in relation to
education.
Platform: Google
Classroom

EVALUATE
The students will be asked
objective type of test.

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

Platform: Google
Classroom (Google Forms)

At the end of the lesson, Principles in Translations: As-Safi, A.B., Translation ENGAGE a. Students’ perspective and a. PowerPoint 3 hours
students should be able • Culture Theories, Strategies and The students will be asked views presented in the presentation
to: Basic Theoretical Issues the following: engage and explore b. Laptop/
a. How do you see culture? domains Desktop with
a. describe and discuss b. from your own context of b. Students’ active Internet
the key information culture, how is it connected participation in the c. Module (if
in principles in with translations? online/offline platforms such possible)
translations; Platform: Facebook group as Facebook group, d. Test
b. demonstrate some Facebook live, Google questionnaire
principles in EXPLORE meet, Zoom App, Messenger
translation by Students will be given a and the like
applying the short reading text that c. Infograph
knowledge gained briefly pave the Culture as d. Objective type of quiz
in a certain text; principle in Translations..
c. identify the After which, they have to
principle in share their idea and
translation used in reaction regarding these.
some sample (this will be provided in the
translated text; and module and platform
d. identify the basic identified.)
qualities of Platform: Google
translators. Classroom

EXPLAIN
1. The instructor will ask the
students to define several
terms.
2. The instructor, together
with the students, will
discourse the Culture as
principle in Translations.

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

Platform: Google
meet/Zoom App

ELABORATE
The students will be asked
to create an infograph that
will highlight the gist of the
topic.
(The rubric will be provided
in the module and platform
identified.)
Platform: Google
Classroom

EVALUATE
The students will be asked
objective type of test.
Platform: Google
Classroom (Google Forms)

At the end of the lesson, Principles in Translations: As-Safi, A.B., Translation ENGAGE a. Students’ perspective and a. PowerPoint 3 hours
students should be able • Language Behavior Theories, Strategies and The students will be asked views presented in the presentation
to: • Use Filipino words in Basic Theoretical Issues the following: engage domain b. Laptop/
present times a. What is the first thing b. Students’ active Desktop with
a. describe and discuss that will come in your mind participation in the Internet
the key information when you hear Language online/offline platforms such c. Renaissance
in principles in Behavior? Why? as Facebook group, article found in
translations; b. how do you see the Facebook live, Google the previously
b. demonstrate some Language Behavior of your meet, Zoom App, Messenger stated book
principles in fellow Filipinos as to that and the like e. Test
translation by matter? c. Written scenario. questionnaire
applying the Platform: Facebook group d. Objective type of quiz

UCC – COLLEGE OF EDUCATION – TRANSLATION – reap’20 - 8

 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

knowledge gained EXPLORE

in a certain text; The students will be
c. identify the provided a short article
principle in about Language Behavior.
translation used in And are tasked to share
some sample their views and perspectives
translated text; and regarding it.
d. identify the basic (The article will be provided
qualities of in the module and platform
translators. identified.)
Platform: Google
Classroom

EXPLAIN
1. The instructor will ask the
students to define several
terms.
2. The instructor, together
with the students, will
discourse the ff:
• Language Behavior
• Use Filipino words in
present times
Platform: Google
meet/Zoom App

ELABORATE
The students will make/write
a scenario that will bring-
out the totality of the
discussed matters.
(The guidelines of the activity
will be provided in the
module and platform
identified.)
UCC – COLLEGE OF EDUCATION – TRANSLATION – reap’20 - 9
 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

Platform: Google
Classroom

EVALUATE
The students will be
provided a set of objective
type of test.
Platform: Google
Classroom (Google Forms)

At the end of the lesson, Principles in Translations: As-Safi, A.B., Translation ENGAGE a. Students’ perspective and a. PowerPoint 3 hours
students should be able • Retention of Theories, Strategies and The students will be asked views presented in the presentation
to: abbreviations and Basic Theoretical Issues the following: engage and explore b. Laptop/
acronyms a. The students will be domains Desktop with
a. describe and • Other principles asked to unlock the given b. Students’ active Internet
discuss the key abbreviations and participation in the c. The article
information in acronyms. online/offline platforms such with a number
principles in b. The students will give as Facebook group, of
translations; their insights in terms of Facebook live, Google abbreviations
b. demonstrate some functions and importance of meet, Zoom App, Messenger and acronyms
principles in abbreviations and and the like d. Module (if
translation by acronyms. c. Reflection paper possible)
applying the Platform: Facebook group d. Objective type of quiz f. Test
knowledge gained questionnaire
in a certain text; EXPLORE
c. identify the The students will be
principle in provided a short article with
translation used in a number of abbreviations
some sample and acronyms. After which,
translated text; they will reflect on how
and these words are used.
d. identify the basic (The article will be provided
qualities of in the module and platform
translators. identified.)

UCC – COLLEGE OF EDUCATION – TRANSLATION – reap’20 - 10

 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

Platform: Google
Classroom

EXPLAIN
1. The instructor will ask the
students to identify the
authors mentioned before
using the given descriptions.
2. The instructor, together
with the students, will
discourse the following:
• Retention of
abbreviations and
acronyms
• Other principles

Platform: Google
meet/Zoom App

ELABORATE
The students will reflect on
how the 17th century authors
inspire the said century and
continuously inspiring the
present times in terms of
human values preservation.
(The guidelines rubric will be
provided in the module and
platform identified.)
Platform: Google
Classroom

EVALUATE
The students will be asked
objective type of test.
UCC – COLLEGE OF EDUCATION – TRANSLATION – reap’20 - 11
 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

Platform: Google
Classroom (Google Forms)

At the end of the lesson, Basic qualities/ As-Safi, A.B., Translation ENGAGE a. Students’ perspective and a. PowerPoint 3 hours
students should be able characteristics of translators Theories, Strategies and The students will be asked views presented in the presentation
to: Basic Theoretical Issues the ff: engage and explore b. Laptop/
a. What do you think a domains Desktop with
a. describe and discuss https://phrase.com/blog/p good translator should b. Students’ active Internet
the key information osts/a-day-in-the-life-of-a- possess as to traits? participation in the c. The article A
in principles in translator/ Platform: Facebook group online/offline platforms such Day in the Life
translations; as Facebook group, of a Translator
b. demonstrate some EXPLORE Facebook live, Google d. Module (if
principles in The students will be meet, Zoom App, Messenger possible)
translation by provided a short article A and the like e. Test
applying the Day in the Life of a c. The article A Day in the questionnaire
knowledge gained Translator. The students will Life of a Translator
in a certain text; reflect on this orally. d. Objective type of quiz
c. identify the (The article will be provided
principle in in the module and platform
translation used in identified.)
some sample Platform: Google
translated text; and Classroom
d. identify the basic
qualities of EXPLAIN
translators 1. The instructor will ask the
students to define several
terms.
2. The instructor, together
with the students, will
discourse the Basic
qualities/ characteristics of
translators

UCC – COLLEGE OF EDUCATION – TRANSLATION – reap’20 - 12

 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

Platform: Google
meet/Zoom App

ELABORATE
The students shall express
their understanding of the
lesson by making a poster.
(The guidelines of the activity
will be provided in the
module and platform
identified.)
Platform: Google
Classroom

EVALUATE
The students will be asked
objective type of test.
Platform: Google
Classroom (Google Forms)

At the end of the lesson, Techniques in Translation Mossop, Brian (2014), ENGAGE a. Students’ perspective and a. PowerPoint 3 hours
students should be able • Transposition Revising and Editing for The students will be asked views presented in the presentation
to: • Cultural Equivalence Translators 3rd edition. the following: engage and explore b. Laptop/
• Functional Routledge (Taylor and a. Complete the domains Desktop with
a. describe and discuss Equivalence Francis Group) jumbled letters to b. Students’ active Internet
the core concepts of form a word(s) participation in the d. Test
each techniques; https://translatorthoughts.c b. Will give their online/offline platforms such questionnaire
b. analyze a certain om/2016/05/transposition idea(s) based on the as Facebook group,
text and identify the / solved word(s) Facebook live, Google
technique used in a Platform: Facebook group meet, Zoom App, Messenger
certain text; and and the like
c. demonstrate some EXPLORE c. Flowchart output
techniques in The students will be d. Objective type of quiz
translation by provided a short article

UCC – COLLEGE OF EDUCATION – TRANSLATION – reap’20 - 13

 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

applying the about Transposition, Cultural

knowledge gained Equivalence and Functional
in a certain text. Equivalence and are tasked
to share their views and
perspectives regarding it.
(The article and link will be
provided in the module and
platform identified.)
Platform: Google
Classroom
EXPLAIN
1. The instructor will ask the
students to define several
terms.
2. The instructor, together
with the students, will
discourse the following:
Techniques in Translation
• Transposition
• Cultural Equivalence
• Functional
Equivalence
Platform: Google
meet/Zoom App

ELABORATE
The students will make a
flowchart to show the of the
Techniques in Translation
where the format is
provided
(The rubric will be provided
in the module and platform
identified.)

UCC – COLLEGE OF EDUCATION – TRANSLATION – reap’20 - 14

 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

Platform: Google
Classroom

EVALUATE
The students will be asked
objective type of test.
Platform: Google
Classroom (Google Forms)

At the end of the lesson, Techniques in Translation As-Safi, A.B., Translation ENGAGE a. Students’ perspective and a. PowerPoint 6 hours
students should be able • Reduction/Contracti Theories, Strategies and The students will be asked views presented in the presentation
to: on Basic Theoretical Issues the following: engage and explore b. Internet-
• Modulation a. What is your idea domains based images
a. describe and discuss • Addition/Expansion https://www.researchgate. on these words - b. Students’ active c. Laptop/
the core concepts of net/publication/33154523 Reduction/Contracti participation in the Desktop with
each techniques; 9_TRANSLATION_TECHNIQ on Modulation online/offline platforms such Internet
b. analyze a certain UE_OF_ENGLISH_ABSTRAC Addition/Expansion? as Facebook group, d. Module (if
text and identify the T_TRANSLATION_IN_JOUR b. To your mind, what Facebook live, Google possible)
technique used in a NAL_EDUNOMIKA_IN_201 is the significance of meet, Zoom App, Messenger e. Test
certain text; and 8 those? and the like questionnaire
c. demonstrate some Platform: Facebook group c. Interview of a former
techniques in English teacher via
translation by EXPLORE Messenger and reflections
applying the The students will be d. Objective type of quiz
knowledge gained provided with an article
in a certain text. discussing
. (the article and link are to be
provided in the module and
platform identified.)
Platform: Google
Classroom

EXPLAIN

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

1. The instructor will ask the

students to define several
terms.
2. The instructor, together
with the students, will
discourse the following:
Techniques in Translation
• Reduction/Contracti
on
• Modulation
• Addition/Expansion
Platform: Google
meet/Zoom App

ELABORATE
The students will be asked
to:
a. conduct an interview via
messenger to a former
English teacher about their
inputs/insights on
Reduction/Contraction,
Modulation and
Addition/Expansion
b. The students will work
with their reflections by
making use of the
statements presented by
their former teachers to
concretize their insights.
(The guidelines and rubric
will be provided in the
module and platform
identified.)

UCC – COLLEGE OF EDUCATION – TRANSLATION – reap’20 - 16

 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

Platform: Google
Classroom

EVALUATE
The students will be asked
objective type of test.
Platform: Google
Classroom (Google Forms)

MIDTERM EXAMINATION

At the end of the lesson, Techniques in Translation . As-Safi, A.B., Translation ENGAGE a. Students’ perspective and a. PowerPoint 3 hours
students should be able • Lexical Synonymy Theories, Strategies and The students will be asked views presented in the presentation
to: • One to one Basic Theoretical Issues the following: engage and explore b. Laptop/
Correspondence a. students will be asked to domains Desktop with
a. describe and discuss • Componential https://translationjournal.ne fulfill a word game by b. Students’ active Internet
the core concepts of Analysis t/journal/42synonymy.htm providing the correct participation in the c. Module (if
each techniques; definition of the following online/offline platforms such possible)
b. analyze a certain terms thru Mix N Match: as Facebook group, d. Test
text and identify the • Lexical Synonymy Facebook live, Google questionnaire
technique used in a • One to one meet, Zoom App, Messenger
certain text; and Correspondence and the like
c. demonstrate some • Componential c. Essay and Concept Map
techniques in Analysis d. Objective type of quiz
translation by b. They will be, likewise,
applying the request to expound the
knowledge gained terms based on their
in a certain text. definition.
Platform: Facebook group

EXPLORE
Students will read an article
and voice-out their reactions
on it.

UCC – COLLEGE OF EDUCATION – TRANSLATION – reap’20 - 17

 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

(article and link are provided

in the module and platform
identified.)
Platform: Google
Classroom

EXPLAIN
1. The instructor will ask the
students to define several
terms.
2. The instructor, together
with the students, will
discourse the following:
• Lexical Synonymy
• One to one
Correspondence
• Componential
Analysis
Platform: Google
meet/Zoom App

ELABORATE
The students will be asked
to:
a. Students will make a
concept map highlighting
the three discussed matters
above.
b. will make an essay to
explain the content of the
map.
(The guidelines and rubric
will be provided in the
module and platform
identified.)
UCC – COLLEGE OF EDUCATION – TRANSLATION – reap’20 - 18
 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

Platform: Google
Classroom

EVALUATE
The students will be asked
objective type of test.
Platform: Google
Classroom (Google Forms)

At the end of the lesson, • Translation As-Safi, A.B., Translation ENGAGE a. Students’ perspective and a. PowerPoint 3 hours
students should be able Collocations Theories, Strategies and The students will be asked views presented in the presentation
to: • Descriptive Basic Theoretical Issues the following: engage and explore b. Laptop/
a. describe and discuss equivalence a. Word Hunting. Students domains Desktop with
the core concepts of • Recognized will find/choose significant b. Students’ active Internet
each techniques; translation words (the words stated participation in the c. Module (if
b. analyze a certain below) in the box along online/offline platforms such possible)
text and identify the • Paraphrasing with a number non- as Facebook group, d. Test
technique used in a Others significant words. Facebook live, Google questionnaire
certain text; and • Translation meet, Zoom App, Messenger
c. demonstrate some Collocations and the like
techniques in • Descriptive c. Prior Knowledge Map
translation by equivalence and Poster
applying the • Recognized d. Objective type of quiz
knowledge gained translation
in a certain text.
• Paraphrasing
b. students are, at the same
time, to give their idea
about the above presented
words.
Platform: Facebook group
EXPLORE

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

Students will make a Prior

Knowledge Map out of the
4 hunted words.
Platform: Google
Classroom
(The guidelines and rubric
will be provided in the
module and platform
identified)
EXPLAIN
1. The instructor will ask the
students to define several
terms.
2. The instructor, together
with the students, will
discourse and provide an
overview of the ff:
Platform: Google
meet/Zoom App
• Translation
Collocations
• Descriptive
equivalence
• Recognized
translation
• Paraphrasing
ELABORATE
After the discussion, students
are to consolidate the data
regarding the topic. From
thereon, they will translate it
into a Poster
Platform: Google
Classroom
UCC – COLLEGE OF EDUCATION – TRANSLATION – reap’20 - 20
 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

EVALUATE
The students will be asked
objective type of test.
Platform: Google
Classroom (Google Forms)

At the end of the lesson, Discourse and Rhetoric Mossop, Brian (2014), ENGAGE a. Students’ perspective and a. PowerPoint 3 hours
students should be able What is Discourse? Revising and Editing for The students will be asked views presented in the presentation
to: What Is Rhetoric? Translators 3rd edition. the following: engage and explore b. Laptop/
Routledge (Taylor and a. What is Discourse? domains Desktop with
a. discuss what is Francis Group) b. What is Rhetoric? b. Students’ active Internet
discourse and what Platform: Facebook group participation in the c. A video
is rhetoric; and online/offline platforms such about
b. describe the EXPLORE as Facebook group, environmental
importance of it in Venn Diagram shall be Facebook live, Google and nature-
translation and tasked on the part of the meet, Zoom App, Messenger related
editing of text. students. and the like activities human
(guidelines and rubrics are c. Venn Diagram and video beings have
provided in the module and advertisement on done to earth
platform identified.) d. Objective type of quiz (courtesy of
Platform: Google YouTube)
Classroom d. Module (if
possible)
EXPLAIN e. Test
1. The instructor will ask the questionnaire
students to define several
terms.
2. The instructor, together
with the students, will
discourse the Discourse and
Rhetoric
Platform: Google
meet/Zoom App

UCC – COLLEGE OF EDUCATION – TRANSLATION – reap’20 - 21

 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

ELABORATE
By group, the students will
consolidate their reaction
paper’s content and be
asked to design and create
a video advertisement
bringing the principles of
discourse and rhetoric on.
(Guidelines and rubric will be
provided in the module and
platform identified.)
Platform: Google
Classroom

EVALUATE
The students will be asked
objective type of test.
Platform: Google
Classroom (Google Forms)

At the end of the lesson, Considerations for Good Mossop, Brian (2014), ENGAGE a. Students’ perspective and a. PowerPoint 3 hours
students should be Writing Revising and Editing for The students will be asked views presented in the
able to: • Simplicity Translators 3rd edition. the following: engage and explore presentation
• Clutter Routledge (Taylor and a. students will come-up with domains b. Laptop/
a. identify and Francis Group) a Web Graphic Organizer. b. Students’ active Desktop with
• Style Internet
describe the things Platform: Facebook group participation in the
to consider in good • Audience online/offline platforms such c. Module (if
writing; and • Words EXPLORE as Facebook group, possible)
b. analyze a certain Randomly, students will Facebook live, Google d. Test
text and identify the exchange works from to meet, Zoom App, Messenger questionnaire
mistakes in another to interpret other’s and the like
translating and work c. Downloaded written
editing of text (Guidelines and rubrics are works with justification
provided in the module and d. Objective type of quiz
platform identified.)
UCC – COLLEGE OF EDUCATION – TRANSLATION – reap’20 - 22
 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

Platform: Google
Classroom

EXPLAIN
1. The instructor will ask the
students to define several
terms.
2. The instructor, together
with the students, will
discourse the following:
Considerations for Good
Writing
• Simplicity
• Clutter
• Style
• Audience
Words
Platform: Google
meet/Zoom App

ELABORATE
The students will search the
net to look for any written
works where the matters
being discussed above is
evidently observed. Then,
they will provide the
necessary justification.
(The guidelines and rubric
will be provided in the
module and platform
identified.)
Platform: Google
Classroom

UCC – COLLEGE OF EDUCATION – TRANSLATION – reap’20 - 23

 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

EVALUATE
The students will be asked
objective type of test.
Platform: Google
Classroom (Google Forms)

At the end of the lesson, Considerations for Good Mossop, Brian (2014), ENGAGE a. Students’ perspective and a. PowerPoint 3 hours
students should be able Writing Revising and Editing for The students will be asked views presented in the presentation
to: • Usage Translators 3rd edition. the following: engage and explore b. Laptop/
• Forms Routledge (Taylor and a. students will make a KWL domains Desktop with
a. identify and • Unity Francis Group) Chart b. Students’ active Internet
describe the things (Format, guidelines and participation in the c. Module (if
to consider in good • The Lead rubric will be provided in the online/offline platforms such possible)
writing, and • The Ending module and platform as Facebook group, d. Test
b. analyze a certain Bits & Pieces identified.) Facebook live, Google questionnaire
text and identify the Platform: Facebook group meet, Zoom App, Messenger
mistakes in and the like
translating and EXPLORE c. KWL Chart and
editing of text 1..The students will be downloaded written work
provided with an essay with justification.
highlighting the ff: d. Objective type of quiz
• Usage
• Forms
• Unity
• The Lead
• The Ending
• Bits & Pieces
Likewise, the words,
phrases, and even sentences
that brings the above
bulleted matters.
2. students will analyze why
are the words are

UCC – COLLEGE OF EDUCATION – TRANSLATION – reap’20 - 24

 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

underlined. How do they

work in the essay?
Guidelines and rubrics are
provided in the module and
platform identified.)
Platform: Google
Classroom

EXPLAIN
1. The instructor will ask the
students to define several
terms.
2. The instructor, together
with the students, will
discourse the following:
Considerations for Good
Writing
• Usage
• Forms
• Unity
• The Lead
• The Ending
Bits & Pieces
Platform: Google
meet/Zoom App

ELABORATE
The students will search the
net to look for any written
works where the matters
being discussed above is
evidently observed. Then,
they will provide the
necessary justification.

UCC – COLLEGE OF EDUCATION – TRANSLATION – reap’20 - 25

 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

(The guidelines and rubric

will be provided in the
module and platform
identified.)

Platform: Google
Classroom

EVALUATE
The students will be asked
objective type of test.
Platform: Google
Classroom (Google Forms)

At the end of the lesson, Proper Usage of https://grammar.yourdictio ENGAGE a. Students’ perspective and a. PowerPoint 3 hours
students should be able Punctuation Marks nary.com/punctuation/what The students will be asked views presented in the presentation
to: /fourteen-punctuation- the following: engage and explore b. Laptop/
Grammar rules in marks.html a. What is punctuation domains Desktop with
a. identify the proper translating and editing mark? How punctuation b. Students’ active Internet
usage of https://www.misd.net/lang marks provide a clear participation in the c. Images of
punctuation marks in uageart/GrammarInAction delivery of statement? online/offline platforms such individuals
editing of text; /ProofreadingRevisingEditi b. what do you think will as Facebook group, d. Test
b. review the grammar ng.pdf happen if there are no Facebook live, Google questionnaire
rules in editing of punctuation marks in a meet, Zoom App, Messenger
text; and particular written article? and the like
c. application of Platform: Facebook group c. A movie research on
learning through showcasing literary works
translating and EXPLORE during The Rise of Realism.
editing of certain a. Students will read a Movie Review
text. paragraph without
punctuations. They will tell d. Objective type of quiz
what did they notice from it.

UCC – COLLEGE OF EDUCATION – TRANSLATION – reap’20 - 26

 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

b. After having been said,

the students will supply the
necessary revisions on it.
(The rubric will be provided
in the module and platform
identified.)
Platform: Google
Classroom

EXPLAIN
1. The instructor will ask the
students to define several
terms.
2. The instructor, together
with the students, will
discourse the following:
• Proper Usage of
Punctuation Marks
• Grammar rules in
translating and
editing
Platform: Google
meet/Zoom App

ELABORATE
The students will be asked
to make a reflection paper,
making it a point that they
will use all the 14 kinds of
punctuation marks. From
there on, students will
exchange their works and
make necessary editions
and translations.

UCC – COLLEGE OF EDUCATION – TRANSLATION – reap’20 - 27

 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

(guidelines of the activity will

be provided in the module
and platform identified.)
Platform: Google
Classroom

EVALUATE
The students will be asked
objective type of test.
Platform: Google
Classroom (Google Forms)

FINAL TERM EXAMINATION

XV. REFERENCE/S:
As-Safi, A.B., Translation Theories, Strategies and Basic Theoretical Issues
Mossop, Brian (2014), Revising and Editing for Translators 3rd edition. Routledge (Taylor and Francis Group)
https://phrase.com/blog/posts/a-day-in-the-life-of-a-translator/
https://translatorthoughts.com/2016/05/transposition/
https://www.researchgate.net/publication/331545239_TRANSLATION_TECHNIQUE_OF_ENGLISH_ABSTRACT_TRANSLATION_IN_JOURNAL_EDUNOMIKA_IN_2018
https://translationjournal.net/journal/42synonymy.htm
https://grammar.yourdictionary.com/punctuation/what/fourteen-punctuation-marks.html
https://www.misd.net/languageart/GrammarInAction/ProofreadingRevisingEditing.pdf

XVI. GRADING SYSTEM

50 % - Midterm Examination/ Final Term Examination
50 % - Class Standing
100 % - Total

XVII. COURSE REQUIREMENT

1. Major Examinations (Midterm and Final Exam)
2. Reflective essays, movie analysis and term papers
3. Objective type of tests (short examination via Google form)

UCC – COLLEGE OF EDUCATION – TRANSLATION – reap’20 - 28

 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

4. Class participation in the discussion and forum via Facebook Live, Google Meet, Zoom App, Messenger and Google Classroom

XVIII. CLASSROOM POLICIES:

1. Attend class regularly.
2. Submit all the requirements on time.
3. Participate actively in class and group discussion.

XIX. AUTHOR/S:

Prepared:

NESTOR P. DE ASIS JR., LPT

Signature Over Printed Name of Professor

NOTE:
*** This syllabus can be revised according to your best judgment.
If revisions or improvements were made, kindly notify the dean or the department head concerned.
As your suggestions/recommendations are important to us, you may send your revised copy to collegeofeducationucc@gmail.com

UCC – COLLEGE OF EDUCATION – TRANSLATION – reap’20 - 29