Republic of the Philippines

City of Taguig
TAGUIG CITY UNIVERSITY
Gen. Santos Avenue, Central Bicutan, Taguig City

College of Education
TCU PHILOSOPHY SOCIAL TRANSFORMATION FOR A CARING COMMUNITY AND AN ECOLOGICALLY BALANCED COUNTRY. 
TCU VISION AN EMINENT CENTER OF EXCELLENT HIGHER EDUCATION TOWARDS SOCIETAL ADVANCEMENT.
TCU MISSION TO NURTURE A VIBRANT CULTURE OF ACADEMIC WELLNESS RESPONSIVE TO THE CHALLENGES OF TECHNOLOGY AND THE GLOBAL COMMUNITY.
In support of the University vision, CED is committed to:
 Promote a culture of academic excellence.
 Advance knowledge through critical insights, creative works and breakthrough research.
 Provide excellent and empowering learning experiences through innovative teaching.
CED MISSION  Develop community awareness through participation and observation that highlight the impact of education, arts, sciences and professional ethics
 Provide a strong elementary and secondary education based on the seamless integration of science, technology and the humanities.
 Develop globally competitive graduates who possess excellent communication skills, leadership quality, and whose profession and works will reflect
honor and integrity.

 Strengthening of scientific literacy, enhancing precision in numerical expression, logical thinking and problem solving and conveying a general
understanding of arts and science as a way of looking at the world.
 Acquisition of deeper understanding on the totality of human experience and empowering students formulate for themselves a human perspective
that integrate all branches of knowledge in a profound understanding of the individual and society.
 Offer a broad range of academic opportunities leading to a career in education. The college aims to produce highly competent educators founded on
CED OBJECTIVES technology and values.
 Creation of a strong awareness of the general social problems and issues with relevance to the Philippines and the global society.
 Developing effective communication skills both in English and Filipino and fostering critical understanding and appreciation of how people give
expression to their intellectual products and their experiences in the world.
 Promoting intellectual leadership and sustaining a humane and technologically advanced community where people of diverse orientation work and
learn together to attain unity, cooperation and excellence in a changing world.
 College of Education
Department of Secondary Education/Elementary Education
Course Title: LANGUAGE LEARNING MATERIALS DEVELOPMENT Course Code: ENG MAJ 8  

Pre-requisite: Course Credit: 3

Course Description:
This course engages the pre-service English teachers in the selection, development, production, and evaluation of variety of language teaching and
learning resources based on the identified K to 12 learning competencies. Through these activities, they are able to demonstrate content knowledge
on the principles and procedures of language materials development. Students show competence in employing innovative strategies on the design
and development of contextualized and localized instructional materials that provide opportunities for meaningful, purposeful language use thereby
facilitate language learning and teaching.

Institutional Learning Outcomes (ILOs) Program Learning Outcomes (PLOs) Course Learning Outcomes (CLOs)

A TCU graduate must be able to Upon completion of the Bachelor of Elementary At the end of the Course the students should be
demonstrate the following competencies: Education/Bachelor of Secondary program, the able to:
graduate must pass the Licensure Examination for
Teachers (LET) and must be able to demonstrate:

1 Creative and critical thinking 1 Supervisory, and instructional skills to design 1 Gain deeper understanding and insights
best teaching approaches, methods and language learning materials and development
strategies as well as evaluation and
assessment tools.
2 Effective communication 2 High order level of critical thinking, excellent 2 Define language learning and materials
communication skills and ability to become development and the principles in its
collaborative team workers. structures.
3 Collaborative and team player 3 A prolific and versatile educator-He/She can 3 Identify, define and give of different literature
apply relevant knowledge and skills for in language learning and materials
 effective practice of the profession. development
4 Strong service orientation 4 An intellectual leader/builders who can 4 Determine, understand and critique how to
generate products or services that benefit the develop materials for language learning for
students and the immediate community primary and secondary learners.
surrounding the university.
5 Adeptness in the responsible use of 5 Research-oriented traits. He/ She can apply 5 Apply appropriate knowledge in the creation of
technology critical and discovery skills as well as research language learning materials
skills in solving various problems related to the
teaching-learning process.
6 Community engagement 6 A socio-ethical conversant teacher who holds 6 Analyze and interpret the development of the
ethical values and beliefs of peace-loving, different materials used in language learning
environment-conscious and freedom-loving like worksheets, books and other publications
Filipino consistent with the institution, industry
and community desired values.
7 Passion to life-long learning 7 Evidence of being abreast with the current, 7 Be skillful in concept development of language
new, and emerging trends and challenges that learning materials
affects the educational system.
8 High level of leadership and 8 Flexibility and ability to adapt to a new world 8 Collaborate and creatively use in knowledge in
organizational skills view, new educational landscape and share the preparation of language materials
expertise to educate people in the new area; appropriate for primary and secondary
and learners.
9 Sense of personal and professional 9 A culture of high quality leadership in the field 9 Distinguish and break concepts on how to
ethics of educational management that meets global construct an effective language materials
standards respectful of ownership and copyrights.
10 Global responsiveness and sense of 10 Creation of modern societies and nation- 1 Create language materials that are responsive
nationalism states, and their role in a world. 0 to the needs of learners in a global and
nationalistic perspective.

Course Plan
Week Topic Learning Activities Resources Assessment
Outcomes
Orientation Be informed and feel Orientation TCU Student Manual Submission of a written
 TCU Philosophy, proud of VMGO the CED Student Manual report on student
Vision and Mission institution Getting to Know Activity contribution to realize the
 CED Mission and VMGO of the institution
Objectives Internalize the expected Discussion re: Course
1  CED Policies and outcomes in terms requirements
Procedures learning skills acquisition
 Subject/Course and appreciation of the
Learning Outcomes course

1. Introduction to At the end of these  Group Discussion Students Introduction to Materials  Oral Engagement/
Materials Development weeks, the preservice discuss the answers to the Development by Brian Participation Note and
1. Defining materials and teacher (PST) should be following questions: Tomlinson present the group’s
materials development able to: What is Materials Development? ideas on the following
2-3 2. Current trends and a. discuss what What are ‘materials’? http://assets.cambridge. discussion points
issues in materials “materials org/97805217/62854/ex
development development” and cerpt/9780521762854_e
3. Who should develop the “materials” are; xcerpt.pdf
materials
3 4. Principles of second b. cite examples of What do others say about the  Learning Log
language acquisition language learning current (positive and negative)  Students write their
(SLA) relevant to the materials used in the trends of materials takeaways based
development of classroom; development? (research findings
from the discussion of
and related literature) What
materials c. point out the their groupmates and
should drive materials
5. Principles and negative and the teacher.
development? What are the
procedures of positive trends of principles and theories of
Materials materials language teaching and learning
Development development; relevant to materials
d. relate the principles development?
and theories of  Brainstorming Students
language learning to discuss on the Following
the development of points:
appropriate  Every teacher is a
language learning materials developer’
materials; and (English language Centre,
e. provide example 1997) who needs to be
materials that able
corresponds to each to evaluate, adapt and
principle of SLA. produce materials so as to
ensure a match between
their learners and the
materials they use The
most effective ways of
‘helping teachers to
Understand and apply
theories of language
learning – and to achieve
personal and professional
development – is to
provide monitored
experience of the process
of developing materials’
(Tomlinson,
2001).
 ‘Materials’ ‘include
anything which can be
used to facilitate the
learning of a language.
(Tomlinson,
2001).
 2. Materials Evaluation At the end of the week,  Pass the Pointer The teacher Oral Engagement/
1. Definition and the preservice teacher projects images of various Class can visit this site Participation
principles (PST) should be able instructional materials on the https://didacticmaterials. Students identify key
in materials evaluationto: screen and asks for volunteers weebly.com/main- features/qualities of an
2. Qualities each unit a. evaluate language to temporarily borrow the laser page/materials- effective material
of learning materials pointer to identify key evaluation ▪ Students provide a list
material should reflect used in a basic features/qualities of an of the universal criteria
3. Types of materials education classroom effective material. when evaluating
evaluation using the principles in ▪ Brainstorm a list of universal language learning
materials evaluation; criteria materials.
b. examine the K to 12 Students may brainstorm the ▪ They compare and take
English curriculum universal criteria which would note of these criteria to
4
and cite materials apply to any language learning that presented by their
used to facilitate materials anywhere for any teacher.
mastery of a specific learners. *media-specific criteria
competency; and ▪ The teacher presents the *content-specific criteria
c. list down specific assessment points/criteria when *age-specific criteria
competencies from evaluating language learning *local criteria
the K to 12 English materials and students check if
curriculum and identify the features/qualities they have
possible language mentioned in the previous
learning materials to activity are listed.
be used for these
competencies.
5-6 At the end of these  Students’ vodcast or
3. Adapting Materials weeks, the preservice  Vodcasting/ Vlogging http://egyankosh.ac.in/bi vlog is graded using a
1. Teacher-centered teacher (PST) should be The teacher may ask students tstream/123456789/142 rubric.
and able to: to create a vodcast/vlog on 46/1/Unit-16.pdf
learner-centered a. outline the process of teacher-centered and learner- • Group Presentation on
approach to adaptation materials adaptation centered approaches to the chosen technology-
2. Key features in from different points materials adaptation. They may based/digital language
materials of view; interview language teachers on learning materials
adaptation b. examine range of how they select materials in
3. Materials and Digital technology-based their classroom. • Student Portfolio on the
Technology materials and tools different
available to • Let’s Explore materials they have
classroom language The teacher may ask students to explored and
teachers; and explore technology-based/digital designed
c. apply the criteria in language learning materials and
selecting and tools and have these presented  Classroom
evaluating language in the classroom. Demonstration on how
learning materials.  Designing materials using online these materials will be
tools. used. A rubric will be
 Creating audio and video used to evaluate
 materials (podcasts, students’ performance
 vodcasts, vlogs) and output.
 Interactive web pages
 Language corpora and
 concordancing
 Creating stories for
 language learning using
 ICT (vlogs, blogs,
 bubblar,etc.)
 Teaching writing with
 technology
 (grammarman, eyercize
 etc.)
 Computer-mediated
 communication and
 language learningmobile-
assisted language
 learning (MALL)
 Tutorial
Selected students may be asked
to tutor the class on how to use
the materials and tools they
 have presented.
7-18 4. Developing Specific At the end of these
Types of Materials weeks, the preservice • Group Project http://egyankosh.ac.in/bi Group Output/Portfolio
teacher (PST) should be Students may be grouped tstream/123456789/142
1. Materials for the able to: according to the type of materials 46/1/Unit-16.pdf Students compile/
Teaching of Grammar – a. select appropriate they will be designing. These package the different
Criteria. materials for the materials will be based on the language learning
2. Materials for Teaching specific identified competencies/topics Developing Materials for materials they have
Vocabulary - designing competencies /macro from the K to 12 English Language Teaching. designed for the
input and output skills; curriculum. By Brian Tomlinson. identified competencies.
activities to b. design and/or improve PDF EPUB MOBI
encourage /help (existing) • Class Exhibit KINDLE. • Rubric on the
vocabulary learning and contextualized and For everyone to be able to see Pages: 576 Pages. classroom exhibits
fluency development. localized materials for and explore these different will be used
3. Materials for the identified K to 12 language learning materials, the
Developing Reading English competencies; teacher may ask students to
Skills - alternative and organize a classroom exhibit
approach to materials c. produce language showcasing the different
for teaching reading. learning materials contextualized and localized
4. Materials for specific for the
Developing Writing teaching of grammar,
Skills - the role of writing vocabulary, reading,
materials - selecting writing, speaking,
writing materials listening, viewing, and
(textbook and internet cultural awareness
creative writing vis-avis the K to 12
materials) learning competencies
5. Developing Materials
for Speaking Skills-
speaking skill and the
need for relevant
materials - trends in
materials for speaking
 skills - utilizing verbal
sources from real life
6. Developing Materials
for Listening Skills -
intake rich activities and
multidimensional
listening skills lessons
7. Materials for
Developing Viewing
Skill - activities and
materials to strengthen
viewing skills
8. Materials for Cultural
Awareness - the culture
of language and the
language of culture.

18 Final Examination

Course Grading System for Midterm and Finals

Attendance/Quizzes 30%

Assignment/Projects/Seatwork 20%

Participation/Recitation 20%

Exam 30%

Total 100%
 Midterm Grade 50%

Final Grade 50%

PREPARED BY: CHECKED BY: APPROVED BY:

PROF. ARCHIE L. FERRER _______________________________ DR. JENIFER E. TOLANG