Ateneo De University Loyola Schools FILIPINO 11.2 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’ ’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 ' 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. [email protected] LEARNING OUTCOMES 5. CULTURE: 3. READING: a. Identify objects and practices which are associated to a. Recognize a number of vocabulary items and signs which Filipino identity and traditions (e.g. naming the national appear in materials in Filipino such as local songs, menus, symbols of the , being familiar with some local public signs, tabloids, etc. celebrations or holidays, etc.). b. Understand simple written instructions and deliver b. Familiarity and sensitivity, as well as appreciation of the appropriate responses. regional and sectoral practices of showing respect, c. Develop skills in comprehending short written texts in observing the taken-for-granted everyday routines of the Filipino like simple dialogues and sample communication neighbourhood, of taking a jeepney ride, buying, eating, situations in specific cultural contexts. and living within communities and host families in both These can be measured through seat works, quizzes, projects and rural and urban areas. class presentations. 4. WRITING: c. Know the different values of the Filipinos which are a. Respond to basic writing needs such as filling out forms connected to their language and manners in about personal information, expressing short messages on communicating (e.g. words and gestures which show different occasions celebrated in Filipino context, making a respect). list of ingredients for a particular Filipino dish, etc. d. Appreciate the Filipino culture through various activities This can be measured through seat works, quizzes, exam, and outside the classroom. projects. These can be measured through class discussions, in role plays, especially during sharing of experiences, reporting of interviews, the exam and project.

COURSE OUTLINE

The following lessons and/or activities are programmed for seventeen (17) weeks:

Week 1 (19 January 2017) | Intro Lecture Week 3-4 (3 & 10 February 2017) | Lesson 2 Pagsakay sa Dyip: A Brief Jeepney Pagpapakilala ng Sarili at Kapwa: Ride through Filipino Culture and Introducing Oneself and Getting to Personhood Know Others

Target Communicative Components: Greetings, leave-takings, Scopes: pangalan (name), edad (age), tirahan (address), expressing need for repetition, expressions of courtesy, visiting kasapi ng pamilya (family members), bayan / lalawigang a home pinagmulan (native land / provincial roots), paaralang Video: Moymoy Palaboy’s The Greatest Show on Earth: How to pinanggalingan (former schools), pangarap (dreams / Ride the Jeepney in the Philippines ambitions) Activities: Course introduction, discussion, language drills Target Linguistic Components: Basic sentence construction 1 (nouns and pronouns) Week 2 (27 Jan 2017) | Lesson 1 Target Communicative Component: Asking peers for biographical information Pagpapakilala ng Sarili Activities: Discussion, language drills, think-pair-share Readings: Target Linguistic Components: Palabigkasan (pronunciation), 1. Alegre, Edilberto N. “The Joy of Being Pinoy.” Pinoy Bilang (numbers), Basic Sentence Construction 1 (noun and Forever: Essays on Culture and Language. 1993: 38-41. pronoun 2. ______. “The Conjunction of Our Selves.” Pinoy Target Communicative Components: Describing and Forever: Essays on Culture and Language. 1993: 103-105. introducing oneself Assignment: Activities: Discussion, language drills, think-pair-share Family Tree: On a 1/8 (10” x 15” inches) illustration board, Reading: make a family tree of yourself and your host family or a family 1. Read Alegre, Edilberto N. “We Never Quite Say Goodbye.” in your praxis site. Draw your family tree on the right side and Pinoy Forever: Essays on Culture and Language. 1993: your host family (or a family in your praxis community) on the 147-148. 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

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.

2 COURSE OUTLINE

Week 5 (17 February 2017) Week 11 (31 March 2017) Long Test 1 |Written/Oral Examination Silent Retreat

Week 6 (24 February 2017) | Lesson 3 Week 12 (7 April 2017) | Lesson 6 Gusto at Ayaw: Expressions of Iba’t Ibang Gawain 2: Our Notion of Preferences Past

Scopes: pagkain (Food), kulay (colors) libangan (hobbies), Scope: Mga ginawa noong bakasyon (things have done during gamit (stuffs), damit (clothes/clothing), lugar (places), awit vacation) (songs/music), pelikula (films/movies), laro (games/sports) Target Linguistic Components: Verbal aspect 2 (infinitive and Target Linguistic Components: Basic sentence construction 2 past / perfective) (demonstratives and adjectives) Target Communicative Component: Narrating activities and Target Communicative Components: Expressions of past experiences preferences, likes, dislikes, needs; expressions of discomforts Activities: Discussion, language drills, think-pair-share 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 Week 14 (21 Apr 2017) | Lesson 7 Reading: Alegre, Edilberto N. “From Gusto to Mahal: Our Ways Iba’t Ibang Gawain 3: Our Concept of of Loving.” Pinoy Forever: Essays on Culture and Language. 1993: 106-107. “Present-ness”

Week 7 (3 March 2017) Scope: Mga gawain sa araw-araw (daily activities) Target Linguistic Components: Verbal aspect 3 (infinitive- Immersion in Calatagan imperative and present / imperfective) Target Communicative Component: Narrating current / present Week 8 (10 March 2017) | Lesson 4 events Activities: Discussion, language drills, think-pair-share Ang Aking Pamayan: Understanding Assignment: Think of a Filipino food you like most. Ask your the Locals family from the praxis community / Barangka on how to cook / prepare it. In Filipino, list all the ingredients and the steps Target Linguistic Components: Demonstratives, ‘saan’ vs needed on your notebook. ‘nasaan’ construction, basic sentence construction 3 (verbal predicates) Target Communicative Components: Asking for and giving Week 15-16 (28 April & 5 May 2017) | Lesson 8 directions Pagkain: Eating as Language Activities: Discussion, language drills, think-pair-share Assignment: On your notebook, list your plans for the upcoming Scope: Iba’t ibang pagkaing Filipino (various Filipino food) vacation. Target Linguistic Components: Verbs and verbal focuses (actor, object, benefactive, instrumental) Week 9 (17 March 2017) | Lesson 5 Target Communicative Components: Exposition and giving Iba’t Ibang Gawain 1: Our Notion of instructions Activities: Discussion, language drills, think-pair-share, Future exposition Reading: Alegre, Edilberto. “Eating as Language.” Pinoy Scope: Plano sa bakasyon (plan for future vacation) Forever: Essays on Culture and Language. 1993: 206-214. Target Linguistic Components: Verbal aspect 1 (infinitive and future / contemplative) Target Communicative Component: Narrating future plans Week 17 (12 May 2017) | Last Day of Classes Activities: Discussion, language drills, think-pair-share Final Project: Instructional Video Reading: Alegre, Edilberto N. “Our Passion for Verb-Making.” Pinoy Forever: Essays on Culture and Language. 1993: 111- Direction: Individual. Make a 5-10-minute instructional video 113. about cooking a particular Filipino dish. Must be in Filipino Assignment: On your notebook, list all the things you have language. Be creative. Consider the following content: (1) done during vacation. Introduce the dish. Give the background and the reason / motivation for choosing it; (2) Give the ingredients and the Week 10 (24 March 2017) equipment needed for cooking; (3) Show the procedure.. You may save/burn the file on CD or USB. Make sure that the file Long Test 2 | Written/Oral Examination is not corrupted.

3 REQUIRED READINGS

Please refer to the course outline.

SUGGESTED READINGS

Barrios, Joi. Tagalog for Beginners: An Introduction to Filipino, the of the Philippines. USA: Tuttle Publishing, 2011. Buenaventura, Ligaya C. Learn to Speak Filipino the Easy Way. 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 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, Grading System students must make it a point not to miss any class. 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

4 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.

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