Category Archives: course outline

Vote for the “Most Outstanding Visual Aids”

Visual Aids

Mythology

Choose the number and press the vote button to cast your votes.

1. Roxanne’s VA

2. Lucil’s VA

3. Argene’s VA

4. Jeff’s VA

5. Sydney’s VA

6. Ramilyn’s VA

7. Camille’s VA

8. Hela’s VA

9. Lendy’s VA

10. Wanda’s VA

11. Janet’s VA

12. Ceasar’s VA

13. Peter’s VA

 

14. Grace’s VA

ONLINE VOTATION FOR THE “MOST OUTSTANDING VISUAL AIDS”

by Rogelio B. Lasconia Jr.

Mechanics:

1. Post this link: http://mythologysksu.wordpress.com/

to your wall.

2. Invite your friends to vote you for the “The Most Outstanding Visual Aids”.

3. Send emails to your prospect voters.

4. Use twitter, yahoo messenger and other search engines you know.

5. Promote your own VA by giving this link http://mythologysksu.wordpress.com/

6. Encourage users of FB and other Social Networks to cast their votes.

7. Verbally, invite students in and out of the school campus to vote your VA.

8. Encourage professionals…

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Course Outline English 212 Translation and Editing of Text

English 212

Translation and Editing of Text (Download)

Objectives:

1. Apply the rules of discourse and rhetoric in editing various kinds of written materials

2. Demonstrate understanding of basic theories and concepts in translation as applied to the writing and editing various types of text.

3. Apply principles and strategies in translating text of various types from English to another language or from another language to English

I – Overview of Translation

A. Etymology of translation

B. History of Translation (East and West)

Western Theory

– Other Traditions

C. History of Literary Translation

D. General Purposes

II – Types of Translation

A. Language Interpretation

B. Technical Translation

C. Literal Translation

D. Legal Translation

III- Context Retention

A. Principle of Equivalence

B. Back Translation

C. Fidelity and Transparency

D. Equivalence

F. Understanding Jargon

IV. Transliteration

V. Translators

A. Computer-Assisted

B. Machine Translation

C. Subtitling

D. Editing/Post Editing

E. Internet

VI. Press Freedom and Limitations

A. Constitutional Guarantee

B. Delimitations

C. Anti-Obscenity Laws

D. Libel

E. Copyright Law  (E-book)

F. Right of Privacy

G. National Security

VII. Editing in Translation

A. Contextual Abstraction

B. Light Editing and Full Editing

C. Style Writing

VIII. Literary Translation

A. History

B. Purpose

C. Technique

X. Basic Copyreading and Proofreading

A. The Manuscript

B. Copy/Editing the Manuscript

C. Proofreading

XI. Modern Translation

A. Poetry

B. Sung Texts

C. Religious Texts

D. Others

Sources:

Translation Studies : http://api.ning.com/files/dr4uED1PkapL07icH9wXM5XA4W3rj3PqKPicAf1aWBuFIyMMli4EPgyoK*QYA9VqbTik1N9mvZK5xuMOpd-SFKM3THrMHPIO/TranslationStudies3rdEdBassnettSusanRoutledge.pdf

Cambridge Scholars Publishing :http://www.c-s-p.org/Flyers/978-1-4438-2500-9-sample.pdf

Translation and Editing of Text

http://t3ckcommlectures.blogspot.com/search?updated-min=2010-06-01T00:00:00-07:00&updated-max=2010-07-01T00:00:00-07:00&max-results=1

Theories of Translation by Eugene A. Nida: http://www.pliegosdeyuste.eu/n4pliegos/eugeneanida.pdf

Editors-notebook by Kalifer Deil

https://www.smashwords.com/books/download/28825/6/latest/1/0/editors-notebook.txt

Translation Guidelenes: http://www.translationconcepts.org/pdf/Formatting_Guidelines.pdf

Equivalence Revisited: A Key Concept in Modern Translation Theory

By Sergio Bolaños Cuellar”

http://www.idiomtransfer.com/pdf/artikel1.pdf

Translation: http://en.wikipedia.org/wiki/Translation

All Theories and Concepts of Translation: http://www.articlesbase.com/science-articles/all-new-theories-and-concepts-about-translation-in-new-century-1774052.html

Translation procedure, strategies and metohds by Mahmoud Orduari :

http://translationjournal.net/journal/41culture.htm

Translation Courses: http://www.witslanguageschool.com/Courses/TranslatingandInterpretingLanguages/Translation/CourseDetails.aspx

http://www.witslanguageschool.com/Portals/0/Brochures/AAE_2013_Brochure.pdf

Translating Text: http://www.cranfordville.com/Translating.pdf

Course Ouline Translation Practice and Principles – Postgraduate Study – Newcastle University”

http://www.ncl.ac.uk/postgraduate/modules/module/SML8012/

Translation Handout: http://www.researchschool.org/intranets/0910%20Intro%20to%20Translation%20Genre%20Handout%20PDF.pdf

Handbook to Translation Studies: http://books.google.com.ph/books?id=sBVGAYCh_9AC&printsec=frontcover&hl=fil#v=onepage&q&f=false

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Course Outline for Developmental Reading1

 Course Outline for Developmental Reading1

Course No. :Rdg 1

Course Description: Developmental Reading

Course Outline

MIDTERM

Unit I – THE READING PROCESS

Reading Defined

Theoretical Models of Reading –

The Perceptual Nature of Reading Process –

Factors That Affect Reading –

Reading as a Developmental Task –

Unit II- TEACHING EMERGENT LITERACY

Reading Readiness –

Theories on Readiness –

Reading Readiness and Emergent Literacy –

Skills of the Emergent Reader –

Left-Right Progression –

Visual Discrimination –

Auditory Discrimination –

Sounds and Letter Names –

Comprehension Skills of the Emergent Reader –

Unit III. TEACHING BEGINNING READING 

Teaching the Alphabet 

Teaching Word Recognition –

Teaching the Service Words –

Reading Phrases, and Sentences –

Teaching Comprehension Skills of the Beginning Reader –

Unit IV. TEACHING BASIC COMPREHENSION SKILLS

Reading Comprehension Defined –

Barret’s Taxonomy of Reading Comprehension –

The Questioning Technique to Develop Comprehension –

Fraenkel’s Taxonomy of Questions –

Bloom’s Taxonomy Applied to Questioning Levels –

Questioning and the Levels of thinking –

Purposes of Questions 

Characteristics of Questions 

Do’s in Asking Questions –

Sample Exercises for Developing Comprehension Skills –

Noting Details –

Sequencing Ideas –

Arranging Events in a Story –

Predicting Outcomes –

Answering “Wh” Questions – 

Unit V. TEACHING LITERARY APPRECIATION SKILLS

Teaching Literature to Children –

Literary Appreciation Skills –

Verses for Children – 

Poetry for Children –

Fables –

Legends –

Storytelling –

Choral Reading/Speaking –

Drama in the Classroom –

Unit VI. TEACHING RATE AND STUDY SKILLS

Rate and Comprehension in Reading –

Study Skills and Library Skills –

Reading a Textbook –

Reading Reference Materials –

The Encyclopedia –

Thesaurus –

Biographical References –

Atlases –

Almanacs –

The Dictionary –

Unit VII. TEACHING READING METHODOLOGIES

Teaching Vocabulary –

The Dimensional Approaches –

Semantic Webbing –

The Gradual Psychological Unfolding Approach –

Directed Reading Thinking Activity (DRTA) –

Sustained Silent Reading –

Language Experience Approach –

Dialogical Thinking Reading Lesson (DRTL) –

Phono-Visual-RAP –

Unit VIII. DIAGNOSIS AND REMEDIATION

Diagnosis in Reading –

Remediation in Reading –

Unit IX. ASSESSMENT IN READING

Assessing the Three Domains of Learning – 

Achievement Testing –

Assessing Reading as a Language Arts –

The Cloze Test –

Unit X. READING GAMES

The Gaming Method –

Simulations and Games –

Hints on How to Use Games –

Word Games –

Treasure Hunt –

Classifying Games –

References:

Teaching Reading in Elementary Grades. Tejero, E. & Catchillar, Gerry C. 2006

Developmental Reading. Romero, Angelita D. & Romero, Rene C. 2006

Developmental Reading. Villanueva, A. S. & Delos Santos, R. 2008

Innovative Strategies in Communication Arts. Villamin, Aracei M. et. al. 1994

 

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Reading 2 Course Outline

Course Outline

Developmental Reading 2 Course Description: Developing and Improving Reading Skills Among Elementary pupils Using Various Approaches and Strategies in Teaching Reading Course Objectives:

  1. Acquire knowledge and understanding of the reading skills to enable the students to read and become fluent readers.
  2. Revisit the teaching practices of reading skills to enable the students to read and become fluent readers.
  3. Strengthen one’s ability to interview, to give feedback, to gather information and to organize data for reporting.
  4. Initiate needed shifts from the traditional to holistic modes of reading instruction for effective and meaningful classroom interaction.

Unit I. Dep Ed Module 6.1 Curriculum and Instruction : The Teaching of English – Reading

Unit II. Bridging the Gap Between Traditional and Whole Language Perspective in Teaching Reading

A. Phonics vs. Whole Language Approach

B. The Reading Teacher

C. Making Transitions Toward Holistic Teaching

1. Instructional Beliefs

2. Reading Materials

3. Curriculum Designs

4. Classroom Environment

5. Community Involvement / Family Involvement

Unit III. Understanding Reading: Defining and Redefining Beliefs

A. Understanding the Reading Process

  1. Linear
  2. cyclical
  3. learning alphabet
  4. recognizing
  5. decoding
  6. mouthing of words
  7. fluency

B. Aspects that influence reading development

1. Cognitive Aspects

2. Affective Aspects

3. Social Aspects

4. Linguistic Aspects

C. Theories of Reading Process

  1. Bottom-Up Theory
  2. Top-Down Theory
  3. Interactive Theory
  4. Transactional Theory

Unit IV. Developing Word Recognition Skills (Word Attack or Decoding Skills)

A. Phonics or Whole Language

B.What is phonics instruction

1. Goal of phonics instruction

2. Content of Phonics Instruction – word families

C. Word Recognition Instruction

  1. Alphabetic Principle
  2. Alphabetic Knowledge
  3. Phonemic Awareness – letter-sound relationship
  4. Phonological Awareness – ability to produce sounds
  5. Print Awareness
  6. Decodable Text

D. Word Recognition Strategies

  1. Sight Words – Dolch List, Phili-IRI, Fry List , SREA
  2. Context Clues
  3. Structural Analysis
  4. Dictionary
  5. Alphabet Book and Chart
  6. Songs, Chants, Rhymes and Jingles

Unit V. Acquiring a Reading Vocabulary

A. What is vocabulary instruction

B. Strategies of Building Vocabulary

  1. Structural Analysis
  2. Word Associations
  3. Context Clues
  4. Homonyms, Homographs, Heteronyms
  5. Figures of Speech
  6. Idioms
  7. Synonyms and Antonyms
  8. Word Map

Unit VI. Comprehending Text

A. Issues in Teaching Reading Comprehension (Other Online Resources)

  1. Less Time in Reading
  2. Teachers Manual in Reading
  3. Curriculum in Reading
  4. School Management and Priorities in Reading
  5. Teacher’s Role in Reading
  6. Beliefs in Reading

B. Two Theories in Comprehending Text

  1. Schema Theory – Schema? Schemata?
  2. Generative Learning Theory

C. Reading Difficulties and Disability

  1. ADHD
  2. Myopia
  3. Hyperopia
  4. Dyslexia

D. Some Teaching Strategies in Developing Reading Comprehension

  1. Story Grammar
  2. Story Maps
  3. Story Frames
  4. Story Sequence/ Clothesline
  5. Cloze Procedure
  6. Predicting Outcomes
  7. Generalizing
  8. Noting Details
  1. Open-Ended Questions

E. Types of Comprehension Skills

  1. Literal
  2. Inference
  3. Prediction
  4. Evaluation
  5. Application

F. Bloom’s Taxonomy of Cognitive Domain

  1. Knowledge
  2. Comprehension
  3. Application
  4. Analysis
  5. Synthesis

Unit VII. Developing Independent and Fluent Readers

A. Sustained Silent Reading (SSR)

B. Fluency in Reading

C. Question – Answer Relationship (QAR by Raphael)

D. Reciprocal Questioning (ReQuest by Dresher et. al.)

VIII. Evaluation Matrix for Reading Programs

Developmental Reading

Course Outline BEED 1A / 1B /1C

Developmental Reading 2 Course Description: Developing and Improving Reading Skills Among Elementary pupils Using Various Approaches and Strategies in Teaching Reading Course Objectives:

  1. Acquire knowledge and understanding of the reading skills to enable the students to read and become fluent readers.
  2. Revisit the teaching practices of reading skills to enable the students to read and become fluent readers.
  3. Strengthen one’s ability to interview, to give feedback, to gather information and to organize data for reporting.
  4. Initiate needed shifts from the traditional to holistic modes of reading instruction for effective and meaningful classroom interaction.

Unit I. Dep Ed Module 6.1 Curriculum and Instruction : The Teaching of English – Reading

Unit II. Bridging the Gap Between Traditional and Whole Language Perspective in Teaching Reading

A. Phonics vs. Whole Language Approach

B. The Reading Teacher

C. Making Transitions Toward Holistic Teaching

1. Instructional Beliefs

2. Reading…

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