FILIPINO 11.

2 Ateneo De Manila University

Loyola Schools
School of Humanities
KAGAWARAN NG FILIPINO

Filipino for Foreign Students:

(Department of Filipino)

Introduction to Philippine Culture through Immersion

Second Semester, SY 2016-2017 ( Spring Term 2017) | 3 units | Mr. Jomar I. Empaynado

COURSE SYLLABUS

LEARNING OUTCOMES
At the end of the course, the students should be able to
demonstrate a holistic understanding of Philippine
society and culture as complemented by their
competency in the following language skills and
communication situations:
1. SPEAKING:
a. Express self clearly, effectively, and confidently
through utterances of basic expressions, patterned
responses, and simple sentences in Filipino in
specific situations such as: introducing self and
others, exchanging greetings, asking basic
information, answering simple questions, telling
time, and buying or requesting for something.
This can be measured through classroom discussions,
dialogues, short skits/role play, interviews and conversing
with the locals, as well as in the presentations of the
interviews and sharing of experiences.
2. LISTENING:
a. Understand and respond to sentence-length
utterances given in specific contexts such as
sharing information about self, reacting to spoken
expressions which reveal emotions, and following
simple instructions.
b. Recognize the meaning of a spoken Filipino
word/expression as guided by an applied stress
and intonation.
Within classroom setting, these can be measured through
‘Bul-ul’ Ifugao’s Rice God discussions and recitations, dialogues/short skits/role play,
and other oral exercises which involve listening to music,
(Standing ‘Bul-ul’: Rice God Figure) watching video clips, and films, etc. Within community
http://www.artgallery.nsw.gov.au/collection/works/219.2005/
settings, these can be measured through conversing with
the locals and doing interviews on field trips which the
students need to report/present/share during classroom
discussions.
COURSE DESCRIPTION (Learning Outcomes / page 2)

As an introductory-level language course, Filipino 11.2 provides the

second language learner with the basic foundations essential in building Consultation Hours
communication competency in Filipino through culture learning. The
development of the four macro-skills of communication – listening,
speaking, reading and writing – in the target language will be integrated
with specific cultural contexts to gain awareness and understanding Friday | 11:30 am - 12:30 nn.
about the Filipinos' everyday life as well as confidence in interacting with Kagawaran ng Filipino
the Filipino society. The course work includes activities and drills which 3rd Floor, Horacio Dela Costa Hall
support the following components: vocabulary enrichment,
familiarization with the basic expressions, construction of response Kindly make an appointment before
patterns and simple sentences for oral and written communication, and consultation; or send an email at
appreciation for Philippine culture. jomarisipempaynado@yahoo.com
LEARNING OUTCOMES
3. READING:
a. Recognize a number of vocabulary items and signs which
appear in materials in Filipino such as local songs, menus,
public signs, tabloids, etc.
b. Understand simple written instructions and deliver
appropriate responses.
c. Develop skills in comprehending short written texts in
Filipino like simple dialogues and sample communication
situations in specific cultural contexts.
These can be measured through seat works, quizzes, projects and
class presentations.
4. WRITING:
a. Respond to basic writing needs such as filling out forms
about personal information, expressing short messages on
different occasions celebrated in Filipino context, making a
list of ingredients for a particular Filipino dish, etc.
This can be measured through seat works, quizzes, exam, and
projects.
COURSE OUTLINE
The following lessons and/or activities are programmed for seventeen (17) weeks:
Week 1 (19 January 2017) | Intro Lecture
Pagsakay sa Dyip: A Brief Jeepney
Ride through Filipino Culture and
Personhood
Target Communicative Components: Greetings, leave-takings,
expressing need for repetition, expressions of courtesy, visiting
a home
Video: Moymoy Palaboy’s The Greatest Show on Earth: How to
Ride the Jeepney in the Philippines
Activities: Course introduction, discussion, language drills
Week 2 (27 Jan 2017) | Lesson 1
Pagpapakilala ng Sarili
Target Linguistic Components: Palabigkasan (pronunciation),
Bilang (numbers), Basic Sentence Construction 1 (noun and
pronoun
Target Communicative Components: Describing and
introducing oneself
Activities: Discussion, language drills, think-pair-share
Reading:
1. Read Alegre, Edilberto N. “We Never Quite Say Goodbye.”
Pinoy Forever: Essays on Culture and Language. 1993:
147-148.
Note: Sequences and/or scopes of lessons may change due to various circumstances. In cases like these, the proper
announcements will be made to the class.
5. CULTURE:
a. Identify objects and practices which are associated to
Filipino identity and traditions (e.g. naming the national
symbols of the Philippines, being familiar with some local
celebrations or holidays, etc.).
b. Familiarity and sensitivity, as well as appreciation of the
regional and sectoral practices of showing respect,
observing the taken-for-granted everyday routines of the
neighbourhood, of taking a jeepney ride, buying, eating,
and living within communities and host families in both
rural and urban areas.
c. Know the different values of the Filipinos which are
connected to their language and manners in
communicating (e.g. words and gestures which show
respect).
d. Appreciate the Filipino culture through various activities
outside the classroom.
These can be measured through class discussions, in role plays,
especially during sharing of experiences, reporting of interviews, the
exam and project.
Week 3-4 (3 & 10 February 2017) | Lesson 2
Pagpapakilala ng Sarili at Kapwa:
Introducing Oneself and Getting to
Know Others
Scopes: pangalan (name), edad (age), tirahan (address),
kasapi ng pamilya (family members), bayan / lalawigang
pinagmulan (native land / provincial roots), paaralang
pinanggalingan (former schools), pangarap (dreams /
ambitions)
Target Linguistic Components: Basic sentence construction 1
(nouns and pronouns)
Target Communicative Component: Asking peers for
biographical information
Activities: Discussion, language drills, think-pair-share
Readings:
1. Alegre, Edilberto N. “The Joy of Being Pinoy.” Pinoy
Forever: Essays on Culture and Language. 1993: 38-41.
2. _______________. “The Conjunction of Our Selves.” Pinoy
Forever: Essays on Culture and Language. 1993: 103-105.
Assignment:
Family Tree: On a 1/8 (10” x 15” inches) illustration board,
make a family tree of yourself and your host family or a family
in your praxis site. Draw your family tree on the right side and
your host family (or a family in your praxis community) on the
left. Take note of the extent of inclusion along relationship
lines. List down the relationship terms used to refer to each
member and the lines of relationships. Due: 10 February 2017
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COURSE OUTLINE
Week 5 (17 February 2017)
Long Test 1 |Written/Oral Examination
Week 6 (24 February 2017) | Lesson 3
Gusto at Ayaw: Expressions of
Preferences
Scopes: pagkain (Food), kulay (colors) libangan (hobbies),
gamit (stuffs), damit (clothes/clothing), lugar (places), awit
(songs/music), pelikula (films/movies), laro (games/sports)
Target Linguistic Components: Basic sentence construction 2
(demonstratives and adjectives)
Target Communicative Components: Expressions of
preferences, likes, dislikes, needs; expressions of discomforts
Assignment: In an A4-sized paper, draw a vicinity map of your
neighbourhood in Barangka and praxis community.
Due: 10 March 2017
Activities: Discussion, language drills, think-pair-share
Reading: Alegre, Edilberto N. “From Gusto to Mahal: Our Ways
of Loving.” Pinoy Forever: Essays on Culture and Language.
1993: 106-107.
Week 7 (3 March 2017)
Immersion in Calatagan
Week 8 (10 March 2017) | Lesson 4
Ang Aking Pamayan: Understanding
the Locals
Target Linguistic Components: Demonstratives, ‘saan’ vs
‘nasaan’ construction, basic sentence construction 3 (verbal
predicates)
Target Communicative Components: Asking for and giving
directions
Activities: Discussion, language drills, think-pair-share
Assignment: On your notebook, list your plans for the upcoming
vacation.
Week 9 (17 March 2017) | Lesson 5
Iba’t Ibang Gawain 1: Our Notion of
Future
Scope: Plano sa bakasyon (plan for future vacation)
Target Linguistic Components: Verbal aspect 1 (infinitive and
future / contemplative)
Target Communicative Component: Narrating future plans
Activities: Discussion, language drills, think-pair-share
Reading: Alegre, Edilberto N. “Our Passion for Verb-Making.”
Pinoy Forever: Essays on Culture and Language. 1993: 111-
113.
Assignment: On your notebook, list all the things you have
done during vacation.
Week 10 (24 March 2017)
Long Test 2 | Written/Oral Examination
Week 11 (31 March 2017)
Silent Retreat
Week 12 (7 April 2017) | Lesson 6
Iba’t Ibang Gawain 2: Our Notion of
Past
Scope: Mga ginawa noong bakasyon (things have done during
vacation)
Target Linguistic Components: Verbal aspect 2 (infinitive and
past / perfective)
Target Communicative Component: Narrating activities and
past experiences
Activities: Discussion, language drills, think-pair-share
Week 14 (21 Apr 2017) | Lesson 7
Iba’t Ibang Gawain 3: Our Concept of
“Present-ness”
Scope: Mga gawain sa araw-araw (daily activities)
Target Linguistic Components: Verbal aspect 3 (infinitive-
imperative and present / imperfective)
Target Communicative Component: Narrating current / present
events
Activities: Discussion, language drills, think-pair-share
Assignment: Think of a Filipino food you like most. Ask your
family from the praxis community / Barangka on how to cook /
prepare it. In Filipino, list all the ingredients and the steps
needed on your notebook.
Week 15-16 (28 April & 5 May 2017) | Lesson 8
Pagkain: Eating as Language
Scope: Iba’t ibang pagkaing Filipino (various Filipino food)
Target Linguistic Components: Verbs and verbal focuses (actor,
object, benefactive, instrumental)
Target Communicative Components: Exposition and giving
instructions
Activities: Discussion, language drills, think-pair-share,
exposition
Reading: Alegre, Edilberto. “Eating as Language.” Pinoy
Forever: Essays on Culture and Language. 1993: 206-214.
Week 17 (12 May 2017) | Last Day of Classes
Final Project: Instructional Video
Direction: Individual. Make a 5-10-minute instructional video
about cooking a particular Filipino dish. Must be in Filipino
language. Be creative. Consider the following content: (1)
Introduce the dish. Give the background and the reason /
motivation for choosing it; (2) Give the ingredients and the
equipment needed for cooking; (3) Show the procedure.. You
may save/burn the file on CD or USB. Make sure that the file
is not corrupted.
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REQUIRED READINGS
Please refer to the course outline.

SUGGESTED READINGS
Barrios, Joi. Tagalog for Beginners: An Introduction to Filipino, the National Language of the Philippines.
USA: Tuttle Publishing, 2011.
Buenaventura, Ligaya C. Learn to Speak Filipino the Easy Way. Quezon City: Phoenix Publishing House, 1991.
Domigpe, Jiedson R. and Nenita P. Domingo.Elementary Tagalog: Tara, Mag-Tagalog Tayo!
Singapore: Tuttle Publishing, 2012.
Ramos, Teresita V. and Resty M. Cena. Modern Tagalog: Grammatical Explanations and Exercises for Non-native
Speakers. Honolulu: University of Hawaii Press, 1990.

Note: Additional reading materials may be given as class progresses.

REQUIREMENTS

1. Attendance. Attendance in a language course is necessary.

Since it greatly affects class participation and activities,
students must make it a point not to miss any class.
Grading System
However, due to unavoidable circumstances, any student
who fails to attend a class must exert arduous effort in Criteria
catching up with the rest.
2. Class Participation. Active class participation in tasks, Class Participation
25%
activities, and opportunities where the language is used is Exercises
required. Such tasks, activities, and opportunities include,
but are not limited to, daily recitation, role plays and group / Assignments 25%
pair work, and individual learning opportunities.
Quizzes
3. Assignments. Homework (e.g. language exercises, essays / 25%
Long Tests
compositions, etc.) is essential. Individual, in pair, or group
assignments will be given frequently.
Final Project
4. Quizzes/Long Tests. Quizzes or long tests aim to monitor 25%
Project Presentation
and assess students’ learning in each lesson which may be
oral and/or written. May be announced and unannounced. TOTAL 100%
5. Final Project and Project Presentation (Instructional Video).
Before the semester ends, students will make an
instructional video in Filipino. Please refer at the course Evaluation
outline. Also, students will undergo individual oral
presentation. It encourages students to demonstrate their 92-100 A 4.00
total acquired communicative skills within a semester. 87-91 B+ 3.50
These will serve as their finals.
84-86 B 3.00
6. Other Activities: Film viewing, field trip, etc. related to the
course. 79-83 C+ 2.50
75-78 C 2.00
70-74 D 1.00
69-below F 0.00

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GUIDELINES FOR REQUIRED PAPERS
1. Each required papers (e.g. assignments, essays, etc.) must be encoded, computerized.
2. A4 (8.27x11.69) will be used in all required compositions / essays.
3. Follow the format strictly.
a. Margin: Left - 1.5”; Right - 1”; Top - 1”; Bottom - 1”
b. Font Style: Garamond; Font Size: body- 11; title – 12 All Caps; Line Spacing: 1.5
c. Pagination: Bottom page, right corner
d. It is necessary to use the following labels on the upper part portion of the first page:
Student Number:
Name (Surname, Given Name, Middle Initial):
FIL 11.2
Date
* At this point, the line spacing is at 1.0. Starting from the title up to the bibliography, line spacing is at 1.5.
4. For essays / composition:
a. Provide appropriate title. Be creative in formulating titles that will embody the totality of your essay.
b. The composition / essay is composed of two (2) pages only. Take note that bibliography is excluded on
the required number of pages.
5. Avoid copying articles (direct and verbatim) from the internet and from other materials without proper citation
and acknowledgment (cf. Classroom Policies).

CLASSROOM POLICIES
1. Classes will start on time. Any student who will show up 15 minutes later than the supposed start of class will be
considered half cut.
2. If the number of cuts goes beyond the limit (3 cuts), the student gets a WITHDRAWN status. Students are
responsible for any missed lessons, activities, or tests.
3. All requirements must be submitted on time. Failure to do so will mean a deduction in its supposed grade (one
step lower mark).
4. Except for presentation purposes, gadgets (laptops, electronic tablets, etc.) are not allowed to be used during
class hours.
5. Active participation is expected in class since the nature of the course requires it.
6. Apart from the above policies, academic dishonesty in all forms will not be tolerated and will be dealt with in
accordance to the Ateneo de Manila Loyola Schools’ Code of Academic Integrity. Read the Loyola School’s
Student Guide to the Code of Academic Integrity for a detailed discussion.