DETAILED TEACHING SYLLABUS (DTS) AND INSTRUCTORS GUIDE (IG’S)

PHILOSOPHY
The PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY is committed to the pursuit of excellence relative to student’s professional growth and development.

VISION
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY envisions producing quality graduates fully equipped with knowledge, attitudes, values, and skills and who are globally competitive in their chosen professions ever ready to render quality
services.

MISSION STATEMENT
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY provides quality education to every student through a well-balanced research-oriented learning environment that develops critical and creative thinking for maximum development of
individual’s talents and capabilities.

INSTITUTIONAL OBJECTIVES
In pursuit of its Vision and Mission, PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY will achieve the following:
1. Provide programs and activities that will enhance the development of the students physically, intellectually, culturally, emotionally, socially, spiritually and morally.
2. Provide college education opportunities to poor but deserving students through the PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY scholarship grants.
3. Train students with globally competitive technical skills that will make them competent and capable of handling challenges in life.
4. Provide manpower needs of the country with professionally qualified graduates imbued with dignity and high moral values and who are mature, productive, self-reliant, responsible and self-disciplined citizens.

SPECIAL OBJECTIVE
To provide the country with globally competitive and professionally licensed graduates as integral part of the total manpower needed for economic development nationally and internationally.

Issue Date June 03, 2013 Prepared by: Reviewed by: Recommended by: Approved by:

Revision Status 0
Mr. ALBERT V. VALERIO, Ms Crim Mr. AMBROSIO P. DETRAN, Ph.D. Engr. RAUL B. GIRONELLA, D. Min.
Instructor Department Head College Dean VP for Academic Affairs
Revision Date 0
 COLLEGE OF CRIMINOLOGY
MISSION STATEMENT
In line with the Philippine College of Science and Technology Vision, Mission, and Objectives, the College of Criminology is strongly committed to provide quality education to every student imbued with strong moral character through a well-
balanced research and community oriented learning environment that develops critical and creative thinking for maximum development of individual’s talents and capabilities.

GENERAL OBJECTIVES
To produce globally competitive criminology graduates with high level of awareness and technical skills in public safety.

SPECIFIC OBJECTIVES
The above goal will be achieved through the following specific objectives:
1. To utilize research in providing the students with adequate awareness and working knowledge of the crime problems, their main causes, crime statistics and their implication to the stability of the nation.
2. To equip the students with proficiency in technical and scientific skills in criminal investigation within the bounds of laws.
3. To provide opportunities to Criminology students in rendering professional services in the community to maintain peace and order through social utilization and educational campaign.
4. To produce future law enforcers imbued with positive attitudes to elevate the status of the law enforcement agencies and institutionalities.
5. To provide the criminal justice with professionals who possess well-rounded competencies for effective and efficient delivery of services of the five pillars in the system.

BACHELOR OF SCIENCE IN CRIMINOLOGY

Program Outcomes A B C D E F G H I J

a. Engage in lifelong learning and understand the need to keep abreast with the development in the field of practice. I

b. Communicate effectively

c. Work effectively and independently in multi –disciplinary and multi- cultural themes I

d. Practice professional, social and ethical attitudes, values and responsibilities.

e. Appreciate and value “Filipino historical and cultural heritage” and uphold constitutional and statutory guarantees. I

f. Apply knowledge essentials to the conduct of criminological research on crimes, crime causation, victims, and offenders to include deviant
behaviors.
g. Apply knowledge, skills essential to the practice of crime detection and investigation and fields of criminalistics. I

h. Apply knowledge, skills in criminal law, evidence and procedure.

 i. Apply knowledge, skills in law enforcement administration

j. Apply knowledge, skills in handling offenders’ welfare and development for their re-integration to the community.

COURSE TITLE COMM. SKILLS1/STUDY AND THINKING SKILLS COURSE CODE English 1
CREDIT UNIT(S) 3 COURSE PREREQUISITE / CO-REQUISITE High School Graduate
COURSE DESCRIPTION
This is a course intended to develop and strengthen the students’ language competence along the four macro skills--listening, speaking, reading, and writing. The main target of this course is for them to acquire the basic skills in English
so that they can speak and write with greater confidence and make them effective in oral and in written communications.
STCW REFERENCE
STCW COMPETENCE
COURSE INTENDED LEARNING OUTCOMES (CILO’S)
After completing this course, STUDENTS SHOULD BE ABLE TO:
1. Demonstrate facility in the use of the English language in both oral and written form;
2. Use correct grammatical structures that are essential for various types of communications;
3. Comprehend oral and written materials with emphasis on critical thinking;
4. Display the importance of the English language in an increasingly interconnected and globalized world;
5. Recognize the need to practice until mastery of each of the communication skills is attained; and
6. Cooperate in the completion of assigned task and project.
.

CHECK UP PERIOD
TIME INTENDED LEARNING SUGGESTED TEACHING /
REFERENCES AND ASSESSMENT TASKS
ALLOTMENT STCW KUP CONTENT/TOPIC OUTCOMES LEARNING ACTIVITIES
EQUIPMENT (AT’s)
(Weeks) (ILO’s) (TLA’s)
Preliminary Recitation #1- Role-
1st Week -3rd I. THE LIBRARY Explain how library information Discussion on the importance of Habana, Pacita . College play on the importance of using
Week A. Using Library Resource is organized the library, its resources in the English for Today. (Rev. Ed.) the library.
(9 hours) B. Systems of Classifying Books learning endeavor of the Manila: Anvil Publishing, Inc.,
in the Library Distinguish the two classification students 2010.
C. The General Reference Library systems and how the resources Preliminary Quiz #1 – Identify
D. Card Catalog and Online Public are stored using each system The students in groups role-play Menoy, Jesus Z. English the different resources in each
Access Catalog (OPAC) on the importance of the library Grammar Guide: A library section.
E. Accessing Information Through Locate general information in their college life. Communicative Approach.
the Internet sources to increase familiarity Mandaluyong City: Books
with the use of library materials The students have a library tour Athb. Publishing Corp., 2011 Preliminary Assignment #1 -
with their instructor to be able to Sketch the library floor plan
Familiarize themselves with recognize the importance of the Robles, Rosemarie D. and showing the different sections.
the use of card catalog and the library, its resources in their Joanalyn C. Estioco.
online public access catalog learning endeavors. Improving Grammar Skills and
(OPAC)
Access the needed information
effectively and efficiently from
print and non-print materials,
including the Internet.
Discussion on the different
resources in each section and the
proper selection of a material for
a specific information
The students do library scavenger
hunt activity to discover the
library resources in each of the
library sections.
More. Manila: Rex Book Preliminary Assignment #2-
Store. Inc., 2009. Prepare one author card, one
title card and one subject card in
Patron, Ida Y. English Plus: A your respective course subject.
Communicative Approach.
(Revised Edition). Quezon
City: Great Books Publishing,
2011.

Orientation by the chief librarian

on how to make use of the Teaching Aids:
different card catalogues and the
online public access catalog Whiteboard, index cards,
(OPAC) manila paper, pentel pen,
graphic organizers (Venn
The students access the library diagram, Semantic web, etc.)
collections using card catalogs or
the online public access catalog
(OPAC).

Discussion on how to use the

encyclopedia, atlas, almanac,
yearbook, and dictionary

The students do exercise on how

to use the encyclopedia, atlas,
almanac, yearbook, and
dictionary.

Discussion on the role of the

Internet as a public provider of
information

Demonstration on how to make

use of the Internet to bolster the
students’ online research skills

The students apply the

demonstrated use of the Internet
by doing a group research
assignment in the PhilCST
Internet Center.
 CHECK-UP EXAMINATION-
Multiple-Choice Examination
covering the Library Resources
and Using the Internet

PRELIM PERIOD
TIME SUGGESTED TEACHING /
INTENDED LEARNING OUTCOMES ASSESSMENT TASKS
ALLOTMENT STCW KUP CONTENTS/TOPICS LEARNING ACTIVITIES REFERENCES AND EQUIPMENT
(ILOs) (AT’s)
(Weeks) (TLA’s)

4th Week – 7th II. NOUNS
Week Distinguish the properties of Discussion on properties of
(12 hours) A. Properties of Nouns Nouns nouns
B. Cases of Nouns
Illustrate the different cases The students do an interactive
of nouns activity by reading a selection
and find as many nouns as they
can from the text.
Discussion on cases of nouns
The students organize
themselves in small groups and
play an identification game
where the students find
subjects, objects, and
possessive nouns.
Menoy, Jesus Z. English Preliminary Assignment #3-
Grammar Guide: A Properties of Nouns
Communicative Approach.
Mandaluyong City: Books Athb. Preliminary Quiz #2- Determine
Publishing Corp., 2011 whether the underlined noun in
each sentence is common,
Robles, Rosemarie D. and proper, collective, abstract or
Joanalyn C. Estioco. Improving mass noun.
Grammar Skills and More.
Manila: Rex Book Store. Inc.,
2009.
Patron, Ida Y. English Plus: A
Communicative Approach.
(Revised Edition). Quezon City:
Great Books Publishing, 2011.

Teaching Aids:

Whiteboard, flashcards,
printed pronoun wheels

III. PRONOUNS

A. Types of Pronoun Recognize the different types of Discussion on types of Preliminary Assignment #4 –
B. Pronoun- Antecedent pronouns pronouns Enumerate the rules in Pronoun-
 Agreement
Use pronouns correctly to
eliminate pronoun-
agreement errors, pronoun case
errors and pronoun shifts
The students, using printed
indefinite pronoun wheels,
must try their luck on the
wheels. Afterwards, they have
20 seconds to use the types of
pronouns they came up with to
form a meaningful sentence. If
they fail, they are eliminated,
with the winner being the last
person remaining.
Antecedent Agreement
Preliminary Quiz #3 – Identify
and correct the error in
pronoun-antecedent agreement
in each sentence.
Preliminary Recitation #2 –
Present a dialogue depicting a
classroom situation with the use
of pronouns

Discussion on pronoun the

rules on pronoun - antecedent
agreement, pronoun case, and
avoiding pronoun shifts

The students identify pronoun-

agreement errors, pronoun
case errors, and pronoun shifts
in sample sentences and
correct them.

IV. VERBS

A. Forms of Verbs
B. Properties of Verbs Recognize different types of
C. Subject-Verb Agreement verbs
Identify verbs in various
sentences
Change verb tense within a
paragraph to maintain verb
tense consistency
Identify the correct use of
subject-verb-agreement in
sentences
Discussion on the forms and Preliminary Quiz #4- Identify
properties of verbs and correct the errors in verb
tense in the paragraph.
The students have an
interactive read-aloud of a Preliminary Quiz #5 – Underline
sample text and respond to the verb in parenthesis that
guided questions that help agrees with subject of the given
them express their sentence.
understanding of the three
types of verbs—action verbs, Preliminary Assignment #5 –
state-of-being or linking verbs, Enumerate the rules on Subject-
and helping verbs. Then, the Verb Agreement.
students work in groups and
individually to identify and
classify verbs in context. Finally,
students summarize what they
learned about verbs during the
lesson.

Discussion on tenses of verbs

 The students read a sample
narrative and change the
erroneous verb tenses in it to
maintain consistency within a
paragraph.
Discussion on subject-verb
agreement
The students get involved in a
subject-verb agreement bee.
For this contest, have the
students write their answers on
small papers.
MIDTERM PERIOD
V. ADJECTIVES
8th Week – 11th A. Functions of Adjectives
Week B. Types of Adjectives Describe things and people in an Discussion on the functions
(12 hours) D. Order or Position of Adjectives appropriate and imaginatively and types of adjectives.
E. Comparison of Adjectives descriptive manner using Discussion on functions of
F. Troublesome Adjectives adjectives. adjective
Place adjectival modifiers in The students, given a piece of
sentences correctly. paper with the name of an
object written on it, take turns
using adjectives to describe an
object to the class.
Discussion on types of
adjective modifiers and their
positions
The students read a relatively
simple text and add more
adjective modifiers to it to
“jazz it up” observing proper
placements.
Discussion on comparison of
adjectives
The students provide
information about different
models of mobile phones
which the instructor will write
Menoy, Jesus Z. English
Grammar Guide: A
Communicative Approach.
Mandaluyong City: Books Athb.
Publishing Corp., 2011
Robles, Rosemarie D. and
Joanalyn C. Estioco. Improving
Grammar Skills and More.
Manila: Rex Book Store. Inc.,
2009.
Patron, Ida Y. English Plus: A
Communicative Approach.
(Revised Edition). Quezon City:
Great Books Publishing, 2011.
Teaching Aids:
Whiteboard, cut-outs of sample
advertisement, picture of a well-
known personality
PRELIMINARY EXAMINATION –
Multiple-Choice Examination
covering Nouns, Pronouns ,and
Verbs
Midterm Assignment #1 –
Research and report on the
importance adjectives.
Midterm Quiz #1 – Rewrite the
sentences by observing proper
placement of each modifier in
parenthesis.
Midterm Recitation #1 –Group
report on the importance of
modifiers
Midterm Assignment #2 – Bring
a picture of a well-known
personality and present orally a
description of the person that
match with the picture.
Midterm Quiz #2 – Determine
the correct order or position of
modifiers in sentences by
correcting misplaced or dangling
modifiers.
Midterm Assignment #2 –
Have the students write a
 on the whiteboard. Then they
will be asked to compare the
different models. (e.g. “Nokia
is better than Samsung
because it is lighter.”)
description of one of their family
members, friends or relatives
with special emphasis on using
the adjectives discussed during
the lesson.

VI. ADVERBS
A. Functions of Adverbs
B. Types of Adverbs
C. Comparison of Adverbs Recognize the different types of
adverbs.
Expand sentences by adding
adverbs of place, manner or time.
Determine the different positions
of adverbs in a sentence.
Use the comparative and
superlative degrees properly in
making comparisons
Discussion on the types of Midterm Quiz #3 - Determine
adverbs and their uses whether the word functions as
an adjective or an adverb
The students listen to a modifier.
dialogue presented by
volunteer students and try to
find some adverbs that have
been used by the presenters.
They also identify their types.
The students derive the uses of
adverbs and their place in
sentence patterns.

Discussion on how to form

adverbs from adjectives

The students copy on a piece

of paper the adjectives the
teachers has written on the
board and change them into
adverbs by adding –ly.

Discussion on comparison of
adverbs

The students do an oral

activity on making
comparisons using MIDTERM EXAMINATION-
comparative and superlative Multiple-Choice Examination
degrees of adverbs. covering Adjectives and Adverbs
SEMI-FINAL PERIOD
TIME SUGGESTED TEACHING /
INTENDED LEARNING OUTCOMES REFERENCES AND ASSESSMENT TASKS
ALLOTMENT STCW KUP CONTENTS/TOPICS LEARNING ACTIVITIES
(ILO’s) EQUIPMENT (AT’s)
(Weeks) (TLA’s)

12th Week – Menoy, Jesus Z. English Final Assignment #1- The

14th Week IV. PREPOSITIONS Identify the use of prepositions Discussion on the use of the
(9 hours) different types of prepositions
A. Types of Preposition Recognize the idiomatic use of
B. Idiomatic Use of Preposition prepositions To be familiar with the
prepositions of location, the
students study a copy of a local
street map (1 per two students)
with a lot features. The teacher
writes pieces of information
about this place on the board
(e.g. It is on A.B. Fernandez
Avenue and next Jollibee.) The
students locate the place on the
map and tell its name.
Discussion on idiomatic use of
prepositions
The students read and identify
prepositions used in a poem.
Grammar Guide: A students compose their own
Communicative Approach. original prepositional poems.
Mandaluyong City: Books
Athb. Publishing Corp., 2011 Final Recitation #1- Identify the
prepositions in a given text.
Robles, Rosemarie D. and
Joanalyn C. Estioco. Final Quiz #1- Fill in the blanks
Improving Grammar Skills with proper prepositions to
and More. Manila: Rex Book complete the sentences.
Store. Inc., 2009.
Patron, Ida Y. English Plus: A
Communicative Approach.
(Revised Edition). Quezon
City: Great Books Publishing,
2011. Final Quiz #2- Determine the
correct conjunction to complete
Teaching Aids: each of the sentences.
Whiteboard, printed reading
selection, Manila paper,
writing rubric

V. CONJUNCTIONS Distinguish the different Discussion on types and uses of

A. Types of Conjunctions kinds of conjunctions and
their functions
Use conjunctions properly in
making sentences
conjunctions.
The students sing a song using a
copy of its lyrics. Then after
discussing among themselves
what it is about, they identify the
different kinds of conjunctions in
the lyrics and their functions.

Discussion on types of
conjunctions

The students are given examples

of incomplete sentences on the
board (e.g. “A virus corrupted my

VI. INTERJECTIONS Use interjections for sentence
A. Types of Interjections effectiveness
Creatively express the meaning
and feelings behind certain words
that are used as interjections.
Present a dialogue using
interjection words.
file…”). They finish the sentence
using conjunction. The students
work with a partner to perfect
their sentences, and then share
their finished sentences with the
class.
Discussion on the importance of
interjections in oral
communication
The students, individually or in
groups, write and present a Final Assignment #2 - Create a
dialogue using common poster showing the feeling
interjections. intended behind a specific
interjection word.
A group of volunteer students
are given funny scenarios to act
out using only interjections as
the dialogue to perform in the
class. After they practice for a
few minutes outside the
classroom, they come back and
perform for the class. The class
try to figure out what's going on.
For examples:
"Hmmm!" [meaning: That's
interesting!]
"Hmm?" [meaning: What is?]
"Gasp!" [meaning: Didn't you
see THAT?!]
"Uhm... Oh!" [meaning: Let
me look for a moment.. Oh, yes!]
Demonstration on how to use
specific interjection word to
show feeling intended in creating
a poster or advertisement
The students create a poster or
advertisement showing the SEMI-FINAL EXAMINATION –
feeling intended behind a Multiple-Choice Examination
specific interjection word. covering Prepositions,
Conjunctions, and Interjections
FINAL PERIOD
TIME INTENDED LEARNING SUGGESTED TEACHING /
REFERENCES AND ASSESSMENT TASKS
ALLOTMENT STCW KUP CONTENTS/TOPICS OUTCOMES LEARNING ACTIVITIES
EQUIPMENT (AT’s)
(Weeks) (ILO’s) (TLA’s)

15th Week – VII. BASIC SENTENCE PATTERNS Use basic structures of English Discussion on the basic sentence Menoy, Jesus Z. English Final Quiz #3 –Identify the basic
18th Week A. S-IV-Modifier patterns to communicate patterns Grammar Guide: A sentence patterns used in each
(12 hours) B. S-LV-SC/Adjective meaning Communicative Approach. of the sentences.
C. S-LV-C/Noun The students form sentences of Mandaluyong City: Books
D. S-TV-DO Illustrate the different methods their own according to a given Athb. Publishing Corp., 2011 Final Assignment #3 – You are a
E. S-TV-IO-DO of paragraph development pattern. computer scientist. You realized
F. S-TV-DO-OC Robles, Rosemarie D. and the dangers of exposing children
Joanalyn C. Estioco. in computers. Write an open
Improving Grammar Skills letter to children in your
and More. Manila: Rex Book community using the basic
VIII. PARAGRAPH DEVELOPMENT Discussion on the parts of a Store. Inc., 2009. sentence patterns. Highlight the
A. Parts of a paragraph paragraph ill-effects of excessive computer
B. Methods of paragraph Patron, Ida Y. English Plus: A use in your open letter. Your
development The students do a seatwork on Communicative Approach. letter should not exceed 300
how to identify the different (Revised Edition). Quezon words.
methods used in developing City: Great Books Publishing,
paragraphs. 2011. Final Recitation 2 - Note the
important details and get the
main idea in the selection.

Discussion on methods of Teaching Aids:

paragraph development
Demonstration on how to create
effective paragraphs using the
different methods
The students write sample
paragraphs using the different
methods of development.
Whiteboard, photocopied
exercises, graphic organizers,
writing rubrics
Final Quiz #4 – Recognize the
rhetorical moves used in given
paragraphs.
Final Assignment #4- Come up
with at least two (2) written
outputs using any of the six
rhetorical moves.
FINAL EXAMINATION- Multiple
Choice Examination covering
Basic Sentence Patterns,
Rhetorical Moves or Ways of
Writing a Paragraph and some
more topics covered from the
beginning

COURSE ASSESSMENT:
(Criteria for Grading)
Methods of Evaluation: Students will be evaluated according to the following:
 05 Examinations (Check-Up Examination, Preliminary Examination, Mid-Term Examination, Semi-Final Examination, and Final Examination);
03 Recitations (Preliminary Recitation; Mid-Term Recitation; and Final Recitation);
10 Quizzes, and;
09 Assignments
The final course grade will be computed according to the following formula:
1. Eighty percent (80%) attendance or better,
2. Seventy five percent (75%) general average based on the grading system as follows:
a. Prelim Grade = (5%)(Assignment) + (10%)(Recitation) + (50%)(Quizzes) + (35%)[(Check-Up Exam + Prelim Exam)/2]
b. Midterm Grade = [(Prelim Grade)+ (TMG)]/2 ; Where: TMG = (5%)(Assignment) + (10%)(Recitation) + (50%)(Quizzes) + (35%)(Midterm Exam)
c. Final Grade = (Midterm Grade) + 2(TFG)]/3; Where: TFG = (5%)(Assignment)+(10%)(Recitation)+(50%)(Quizzes)+(35%)[(S-Final Exam + Final Exam)/2]
COURSE POLICIES:
(Requirements)
A. Attendance Procedure: Attendance will be taken at the beginning of each class. Students are expected to attend every class. Students are responsible for all material covered during any absence and assignments must be completed
by the due date for credit. The absence of four or more lectures and/or labs will result in a “DROPPED” grade (DRP). Missed exams will require proof of extenuating circumstances for any make-up consideration.
B. Absence due to Illness: If you are sick, DO NOT ATTEND THE CLASS. Contact the instructor by e-mail, telephone, or cellphone to discuss how you will keep up with the coursework assignments and complete the Laboratory
Experiments.
C. Methods of Instruction: Methods will include lectures and demonstrations that discuss key terms, concepts and formulae of the assigned chapter. During the lecture a quiz about the basic concepts of each chapter will be given. The
student is expected to read one chapter and solve the assigned problems each week. This will require an average of five hours of study outside of the classroom each week. The previously assigned problems will be collected for
grading and the solutions will be derived in class. This process is designed to help the student thoroughly understand the concepts and applications of the material covered.
D. Academic Honesty: All students are expected to behave with academic honesty. It is not academically honest, for example, to misrepresent another person’s words or ideas as one’s own, to take credit for someone else’s work or
ideas, to copy and paste material from another document or from the internet, to accept help on a test or to obtain advanced information or confidential test materials, or to act in a way that might harm another student’s chance for
academic success. When the instructor believes that a student has failed to maintain academic honesty, he or she may be given an “F” grade, either for the assignment, lab report, quiz, examination, or the course depending upon the
severity of the offense.

COURSE TITLE SY/TERM OF EFFECTIVITY PREPARED BY: APPROVED BY:

COMM. SKILLS1/STUDY AND THINKING SKILLS 1ST SEM 2014-2015 COLLEGE OF CRIMINOLOGY VPAA