MANUEL V. GALLEGO FOUNDATION COLLEGES, INC.

Cabanatuan City, Philippines

(www.mvgfc.edu.ph)

COURSE INFORMATION:
Course Title: English for Specific Purposes
Course Code: MAJOR 418
Course Description:
Sharpen language skills through the use of disciplined based materials for the development of academic
proficiency.
A review on the English language syntax on the eight parts of speech is also included for the purpose of keeping
pace with the syntactic relation of words in sentences for any of the modes of communications. Furthermore, inclusion
of the guides for letter writing, spelling, linguistic terminologies and other specific terms and expressions that would
enrich vocabulary build-up for teachers’ language proficiency was given a dint of grace.

Credit Unit: 3 units

Contact Hours: 3 hours/week
Pre-requisite: None
Intended for: BSEd-English
Instructor/Professor: Dr. Magdalena R. Mendillo
Major in: English
e-mail Address /Contact No.09196684937

Adopted December 19, 2017

 VISION
MVGFC shall be among the leading educational institution in
Nueva Ecija that is known for its accredited academic
programs, high ratings in nationally recognized examination
and high employment rate of its graduates.
PROGRAM OUTCOMES (PO)/PERFORMANCE INDICATORS (PI)
On completion of the degree program, the student is expected to be able to do the following:
PROGRAM OUTCOMES
PO1 Possess broad knowledge of language and literature for
effective learning.
PO2 Use English as a global language in a multilingual
context as it applied to the teaching of language and
literature.
PO3 Acquire extensive reading background in language,
literature, and allied fields.
PO4 Demonstrate proficiency in oral and written
communication.
Adopted December 19, 2017
MISSION
In the pursuit of its Vision, MVGFC shall assure quality and
relevance in its curriculum, instruction, research, extension,
and student services through continuous quality
improvement.
PERFORMANCE INDICATORS
Integrate the relationship of language, literature, culture and
society in the teaching and learning process.
Conduct an independent investigation of a selected structure
of English in the context of the language classroom.
Critique selected literary pieces using appropriate literary
theories.
Incorporate features of English as a global language in the
design of the curriculum, learning activities and materials.
Draft a proposal for and implements a community-based
English Language- or Literature-based learning program.
Prepare an annotated reading list appropriate for a particular
grade level to enhance students’ reading skills.
Show the ability to enrich the curriculum to include an
extensive reading list for learning language, literature and
allied fields.
Utilize a variety of oral communication forms in order to
become an effective model to learners.

PO5 Show competence in employing innovative language and
literature teaching approaches, methodologies and
strategies
PO6 Use technology in facilitating language learning and
teaching.
PO7 Inspire students and colleagues to lead relevant and
transformative changes to improve learning and teaching
language and literature.
PO8 Display skills and abilities to be a reflective and
research-oriented language and literature teacher.
RELATIONSHIP BETWEEN CO AND PO
After completion of the course, the student should be able to:
Prepare original compositions in expository and creative
writing.
Employ a variety of innovative teaching approaches,
methodologies, and strategies.
Design learning plans following expectations of the curricula
for Grade 7 – 10.
Perform one independent and one supervised teaching
demonstration.
Construct appropriate assessment tools for the language
and literature classroom.
Design computer assisted language and literature learning
tasks.
Prepare one independent and one supervised technology-
based lesson.
Conduct a community language profiling survey to make
lessons more localized.
Draft a proposal for and implements a community-based
English language- or literature-based learning program.
Conduct a comprehensive language profiling to identify
students’ needs.
Conduct an analysis of assessment results to improve
teaching and learning in the language classroom.
Conduct research concerning the teaching and learning of
language and literature.

CO Code COURSE OUTCOMES PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO1 Understand about the factors that led the emergency of
English for specific purposes both theoretical and applied I I
that have shaped its subsequent development.
CO2 Become knowledgeable about assessment procedures P P I I I I I

Adopted December 19, 2017

 appropriate for ESP and apply this knowledge in
developing course and lesson evaluation plans in their
professional or occupational area.
CO3 Provide guidelines to adapt or create authentic ESP
P P I P P P
materials in a chosen professional or occupational area.
CO4 Assist students develop needs assessment and genre
P P P
analysis for specific group of learners.
CO5 Provide an overview of the four modes of communication
which may also be called as communication channels:
listening, speaking, reading, and writing. Integrated with
each of the communication channel are the components D D D
of the phonetics, an ear of speech improvement, linguistic
terminologies and mechanics of spelling which are the
basic guides for reading and writing.
LEGEND: I – Introduce; P – Practice; D – Demonstrate

THE LEARNING PLAN

In order to achieve the outcomes of this course, the learners will go through this learning plan:
INTENDED LEARNING
TEACHING/
OUTCOMES LEARNING ASSESSMENT TIME
CO TOPIC LEARNING
RESOURCES TASKS/TOOLS FRAME
Knowled ACTIVITIES
Skills Attitudes
ge
1,2 Classify Enumer A. Parts of Speech To enable learners To enable the As an Week 1 –
all the ate one 1. Nouns to achieve the learner to evidence of 3
parts of by one Definitions intended learning achieve the achieving the
speech all the Classification outcome, learners intended outcome, the
in the parts of of Nouns should do the learning learners must
given speech Common/Prop following activities: outcome, have:
sentence in the er Nouns learners will
s. given Properties of  Lecture  Oral
use the
Adopted December 19, 2017
 sentenc Nouns discussion following: Recitati
Determin es. Number of  Reading on
e the Nouns (Rule Articles  Books  Assign
functions 1-19)  Researching  Power ment
of parts Foreign Terms point  Seat
Adopted as present work
of
ation  Critique
speech English Words
 Dictiona paper
in the Table of
ry
given Gender
 Comput
sentence 2. Pronouns
er
s. Seven
 LCD
Classes of
projecto
Pronouns
r
1. Personal
Pronoun
2. Impersonal
Pronoun
3. Definite
Pronoun
4. Indefinite
Pronoun
5. Relative
Pronoun
6. Reciprocal
Pronoun
7. Interrogativ
e Pronoun
3. Adjectives
1. Descriptive
Adjectives
2. Limiting
Adjectives
A. Word

Adopted December 19, 2017

 Modifier
a. Phra
se
b. Clau
se
B. Descrip
tive
Adjectiv
es
C. Limiting
Adjectiv
es
D. Adjectiv
es may
be used
as
Nouns
E. Compo
und
Adjectiv
e
F. An
Adjectiv
e
Clause
4. Verbs
A. General
Classes of
Verbs:
According
to Form
According
to Use

Adopted December 19, 2017

 B. Five
properties
of Verbs
C. Simple
Tenses
First Preliminary Period
1,2 Classify Enumer 5. Adverbs  Lecture  Books  Oral Week 4 –
all the ate one 1. Defining discussion  Power Recitati 7
parts of by one Adverbs  Reading point on
speech all the 2. Adverbs Articles present  Assign
in the parts of are  Researching ation ment
given speech Generally  Dictiona  Seat
sentence in the Classified ry work
s. given 3. Compariso  Comput  Critique
sentenc n of er paper
Determin es. Adverbs  LCD
e the 6. Prepositions projecto
functions A. Defining r
of parts Preposition
of s
speech B. Common
in the Preposition
1. Eightee
given
n one
sentence
syllable
s. in
English
a. Loc
atio
n
b. Dire
ction
c. Ass

Adopted December 19, 2017

 ociat
ion
2. Two-
syllable
words
that act
as
preposit
ion
3. Combin
ing
some of
the
sevente
en one-
syllable
preposit
ion
4. Compo
und
preposit
ions
which
are
formed
by
combini
ng a
modifier
with a
preposit
ion or
by

Adopted December 19, 2017

 groupin
g
preposit
ion
C. Preposition
Used as
other part
of speech
D. Preposition
al Phrases
E. Phrasal
Preposition
7. Conjunction
A. Defining
Conjunctio
ns
B. Kinds of
Conjunctio
ns
1. Coordin
ation
2. Correlat
ive
3. Subordi
nating
8. Interjections
A. Defining
Interjection
s
B. Two
General
Categories
of

Adopted December 19, 2017

 Interaction
s
1. Content
Words
2. Functio
n
Words
Second Preliminary Period
3,4,5 Determin Apprecia B. Sentence  Lecture  Books  Own Week 8 –
e how te the 1. Classification discussion  Poems compos 13
the function of Sentences  Reporting (local ition of
different of figure According to  Reciting a and poem
classifica of Form of poem internati  Analysi
tion of speech Purpose  Film onal) s Paper
sentence in every a. Declarative Showing  Video
construct sentence b. Imperative present
correctly. c. Interrogativ ation
e (Recitin
Integrate d. Exclamator ga
the rules y poem)
on  Readin
spelling g
to lessen 2. Classification
s of articles
the
misspelle Sentences
d words. According to
Form or
Grammatical
Structure
a. Simple
Sentence
b. Compound
Sentence
c. Complex

Adopted December 19, 2017

 Sentences
d. Sentence
Analysis
3. Agreement of
Verb with its
Subjects (Rule
1-25)
4. Proper Use of
Shall and Will
a. Simple
Futurity
b. A pledge,
Willingness
, Promise,
Threat, or
Command
with Strong
Determinati
on
5. Verbal and
Verbal Phrase

C. Figure of Speech
1. Allusion
2. Antithesis
3. Apostrophe
4. Irony
5. Litotes
6. Metaphor
7. Paradox
8. Personification
9. Onomatopoeia
10. Oxymoron

Adopted December 19, 2017

 11. Simile
12. Synecdoche

D. Rules on
Spelling
(Rules 1-58)

E. Formation of
Derivatives
1. Prefix
2. Infix
3. Suffix

F. Combining
Forms
Combining Forms
Meaning
Examples with
Meaning
Midterm Period

Adopted December 19, 2017

 3,4,5 Determin G. Rules on :  Lecture  Books  Short Week 14
e the 1. Punctuation discussion  Readin story – 18
different Marks  Pair-share g (own
rules on 2. Capitalization activity articles compos
punctuati 3. Italicization  Reporting  Comput ition)
on, er  Home
idioms  LCD Readin
H. Practical
with their projecto g report
Phonology
meaning, r (chosen
 Dictiona novel/
and the
I. The English ry story)
phrasal
Alphabet
verbs.
1. Enunciation
Classify
2. Pronunciation
the
3. Diacritical
errors in Marks
the given 4. Consonants
sentence 5. Speech
s Organs
pertainin
g to J. English Idioms
punctuati with Meanings
on and Correct
marks. Usage

K. Words usually
Misspelled

L. Phrasal Verbs
and Compound
Words
1. Antonyms

Adopted December 19, 2017

 2. Heteronyms
3. Homonyms
4. Homophones
5. Synonyms

M. The KILA Model

1. Knowledge
Consideration
(Content)
2. Instructional
Consideration
(Strategies)
3. Learner
Consideration
(Capabilities)
4. Administrative
Consideration
(Plan and
Promotion)

Final Term Period

Adopted December 19, 2017

 MAJOR COURSE OUTPUTS (MCO)
As evidence of attaining the course outcomes, students are required to do and submit the following:
MCO CODE REQUIRED OUTPUT PERFORMANCE TARGET CO SATISFIED DUE DATE
Learners should be 100% of the learners will participate in the film
able to construct their and integrate the learnings on how to minimize
own story and film it. the errors of their grammars and have a deeper
understanding in the story that they created.

ASSESSMENT TOOLS/RUBRICS
Rubrics for Case Analysis
Criteria 1 – Beginning 2 – Developing 3 – Competent 4 – Accomplished SCORE
There is a well-developed
introduction with an attention
grabber that grabs the reader’s
Background details are a interest and continues to
INTRODUCTION
random, unclear collection Introduction adequately Introduction creates engage the reader up until the
and
of information. Thesis is explains the background, but interest. Thesis states the thesis statement. The thesis
CONCLUSION
vague and unclear. may lack detail. Thesis states position. Conclusion statement should clearly state
(Background
Conclusion is not effective the topic, but key elements effectively summarizes the experience or event that will
History/Thesis
and does not summarize are missing the topic. be described as well as the
Statement)
main points. effect on the writer. Conclusion
should effectively wrap up and
re stresses the importance of
the thesis.
Three or more main
Well-developed main
points relate to the thesis,
points/topic sentences that
Less than three ideas/main Three or more main points but some may lack
MAIN POINTS relate directly to the thesis.
points are explained and/or are present, but lack details details. The analysis
(Body Supporting examples are
poorly developed. The story in describing the event. Little shows events from the
Paragraphs) concrete and detailed. The
tells; it doesn’t show descriptive language is used. author’s point of view, but
analysis is developed with an
could use more
effective point of view.
descriptive language.

Adopted December 19, 2017

 Logical Progression of ideas
Organization is clear. Logical progression of with a clear structure that
ORGANIZATION Writing is not organized. The
Transitions are present at ideas. Transitions are enhances the thesis. Transitions
(Structure and transitions between ideas
times, but there is very little present throughout the are effective and vary
Transitions) are unclear or non-existent.
variety. essay, but lacks variety. throughout the paragraph, not
just in the topic sentences.
Writing is smooth, skillful, and
STYLE Writing is confusing and Writing is clear, but could use Writing is clear and
coherent. Sentences are strong
(Sentence Flow, hard to follow. Contains a little more sentence variety sentences have varied
and expressive with varied
Variety, fragments and/or run-on to make the writing more structure, Diction is
structure. Diction is consistent
Diction) sentences. interesting. consistent.
and words are well chosen.
MECHANICS Punctuation, spelling, and
Distracting errors in There are only a few (3- 4) Punctuation, spelling, and
(Spelling, capitalization are
punctuation, spelling, and errors in punctuation, capitalization are all
Punctuation, generally correct with few
capitalization. spelling, and capitalization. correct. No errors.
Capitalization) errors (1-2)
TOTAL POINTS
Essay Writing Rubric
CRITERIA / SCALE -4- -3- -2- -1-
Exceeds Expectations Meets Expectations Needs Improvement Inadequate
Structure  Paper is logically  Paper has a clear  There is some level of  There is no apparent
 Organization organized organizational structure organization though organization to the paper.
 Flow of thought  Easily followed with some digressions, digressions, ambiguities,  Difficult to follow
 ambiguities or irrelevances are too many
 Transitions Effective, smooth, and  No or poor transitions
logical transitions irrelevances  Difficult to follow

 Format 
No format
 Professional format
Easily followed  Ineffective transitions
 Basic transitions  Rambling format
 Structured format
Grammar/mechanics  Manipulates complex  Uses complex sentences  Uses compound sentences  Uses simple sentences
 Sentence structure sentences for effect/impact  Few punctuation or  Too many punctuation
 Punctuation/mechanics  No punctuation or mechanical errors and/or mechanical errors
mechanical errors

Adopted December 19, 2017

 Language  Vocabulary is
 Vocabulary; use of sophisticated and correct
vocabulary as are sentences which
 Tone vary in structure and
length
 Uses and manipulates
subject specific
vocabulary for effect
 Writer’s tone is clear,
consistent and appropriate
for intended audience
Content/information  Central idea is well
 Clarity of purpose developed and clarity of
 Critical and original purpose is exhibited
thought throughout the paper
 Use of examples  Abundance of evidence of
critical, careful thought and
analysis and/or insight
 Evidence and examples are
vivid and specific, while
focus remains tight
Write your Own Short Story Rubric
Criteria -4-
Exceeds Expectations
Audience/Purpose Presents details targeted at a
unique audience; successfully
narrates the events of a story
Plot (x2) Presents events that create a
clear narrative
Adopted December 19, 2017
 Vocabulary is varied,
specific and appropriate
 Frequently uses subject
specific vocabulary
correctly
 Writer’s tone emerges and
is generally appropriate to
audience
 Central idea and clarity of
purpose are generally
evident throughout the
essay
 Evidence of critical,
careful thought and
analysis and/or insight
 There are good, relevant
supporting examples and
evidence
-3-
Meets Expectations
Presents details suited to
an audience; narrates the
events of a story
Presents sequence of
events
 Vocabulary is used properly
though sentences may be
simple
 Infrequently uses subject
specific vocabulary
correctly
 Writer’s tone exhibits
some level of audience
sensitivity
 The central idea is
expressed though it may be
vague or too broad; Some
sense of purpose is
maintained throughout the
essay
 Some evidence of critical,
careful thought and
analysis and/or insight
 There are some examples
and evidence, though
general
-2-
Needs Improvement
Presents few details
suited to an audience;
some ideas conflict with
narration of story
Presents a confusing
sequence of events
 Vocabulary is
unsophisticated, not used
properly in very simple
sentences.
 Uses subject specific
vocabulary too sparingly
 Central idea and clarity of
purpose are absent or
incompletely expressed and
maintained
 Little or no evidence of
critical, careful thought or
analysis and/or insight
 There are too few, no
examples and evidence or
they are mostly irrelevant
-1-
Inadequate
Supports no purpose; is
not written for a specific
audience
Presents no logical
order
 Successfully goes in- depth Goes in-depth with Includes some Does not go in-
with description; clearly covers description; covers all description; covers depth with
Characters (x2) all aspects of character aspects of character some aspects of description; does not
character cover all aspects of
character
Writes from a consistent point Told from a specific point Contains inconsistent Uses an inconsistent
Point of View (x2) of view of view points of view point of view

Contains details that Contains details and Contains characters Contains few or no details
provide insight to character; dialogue that develop and setting; contains to develop characters or
Dialogue &
contains dialogue that characters some dialogue setting; no
Elaboration reveals characters and dialogue provided
(x2) furthers the plot

Contains no errors in grammar, Contains few errors in Contains some errors in Contains many errors in
punctuation and spelling grammar, grammar, punctuation, grammar, punctuation,
Grammar
punctuation, and spelling and and
spelling spelling
Uses fresh word choice and Uses interesting and fresh Uses clichés and Uses uninspired word
Use of Language tone to reveal story’s setting word choices unoriginal choices
and character expressions
Meets required page length -------------------- -------------------- Does not meet
Page Length required page length

GRADING SYSTEM
Grades/performance of students will be evaluated as follows:
First Prelim (15%) Second Prelim (15%) Midterm (30%) Final Term (40%)
Attendance – 5% Attendance – 5% Attendance – 5% Attendance – 5%
Quizzes – 30% Quizzes – 30% Quizzes – 30% Quizzes – 30%
Seat 19,
Adopted December works/Assign
2017 – 15% Seat works/Assign – 15% Seat works/Assign – 15% Seat works/Assign – 15%
Examination – 50% Examination – 50% Examination – 50% Project/Exam – 50%
Total – 100% Total – 100% Total – 100% Total – 100%
 COURSE POLICIES AND STANDARDS
Academic Policies
 All assignments are due on the listed date
 Be mindful with class schedule and time
 No late assignments will be accepted except
(Emergency/unavoidable cases)
 Be considerate and Help yourself
 If possible (EOP Zone)
Policies on Punctuality/tardiness
 Absences (Provide an early notification or send a
formal excuse letter)
 Grace Period of 10 minutes
 3 lates = 1 Absent
 2 consecutive lates = Oral reprimand

REFERENCE:
Bernardez, Edisteo B. (2011) English for Specific Purposes. Jimcyville Publications, Malabon City.

Adopted December 19, 2017

 ________________________ English Part of Speech, Figure of Speech, Love Printing and Publishing House, Gen.
Tinio St., Cabanatuan City
________________________ Learning Spelling and Forming Derivatives in English, Love Printing and Publishing
House, Gen. Tinio St., Cabanatuan City
________________________ English Pronunciation Made Easy, Love Printing and Publishing House, Gen. Tinio St.,
Cabanatuan City
________________________ Rules on Punctuation, Capitalization, Italicization, Numbering Syllabication, and
Abbreviation, Figure of Speech, Love Printing and Publishing House, Gen. Tinio St., Cabanatuan City
________________________ Idioms with Meanings and Correct Usage, Love Printing and Publishing House, Gen.
Tinio St., Cabanatuan City
________________________ Handbook on Phrasal Verbs and Compound Words, Love Printing and Publishing
House, Gen. Tinio St., Cabanatuan City
Navarro, Henry C (2002) Interactive Learning Through English, St. Augustine Publications, Inc. 1624-1626 Espana
Cor Don Quijote St. Sampaloc, Manila.

Prepared by:

DR. MAGDALENA R. MENDILLO

Professor

Reviewed/Approved:

DR. SOLEDAD M. ROGUEL

VPAA/Dean, ITE

Adopted December 19, 2017