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.
Revision Date 0 Instructor Department Head College Dean VP for Academic Affairs
 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 SPEECH AND ORAL COMMUNICATION COURSE CODE ENG2

CREDIT UNIT(S) 3 COURSE PREREQUISITE / CO-REQUISITE ENG1
COURSE DESCRIPTION: This course aims to develop not only mastery of the communication skills but also proficiency in the transmission of ideas by presenting the multi-aspects of speech as used in public speaking to help students
gain knowledge on how communication operates inside and outside the classroom.
COURSE INTENDED LEARNING OUTCOMES (CILO’S)
After completing this course, STUDENTS SHOULD BE ABLE TO:
1. Identify the different stages and parts of the communication process;
2. State what makes an effective communication and identify the different symbols in IPA;
3. Enunciate and pronounce words properly; and read sentences observing proper stress and blending;
4. Develop their love for public speaking; and express themselves in clear and sound language.

TIME
INTENDED LEARNING OUTCOMES SUGGESTED TEACHING / LEARNING ACTIVITIES REFERENCES AND ASSESSMENT TASKS
ALLOTMENT STCW KUP CONTENT/TOPIC
(ILO’s) (TLA’s) EQUIPMENTS (AT’s)
(Weeks)

1st Week -3rd I. Exploring the Nature of

Week Communication
(9 hours)
A. The Elements of the Gain familiarity with the Discussion on the nature of communication and Rafaela H. Diaz. Speech Preliminary Recitation #1-
Communication Process communication process and the the elements of the communication process. and Oral Role- play on the Importance of
1. Sender components of oral Communication for communication.
2. Message communication. The students role-play scenarios to demonstrate College Students,
3. Medium effective and ineffective verbal communication. Mandaluyong City: Preliminary Assignment #1 –
4. Receiver Experience the various stages in National Book Store, Library research on the
5. Feedback the communication cycle through Discussion on the barriers to effective oral 2005. elements of the communication
active participation in small group communication. process.
B. Types of Oral Communication discussions. Abulencia, Efren F. and
1. Intrapersonal The students divided into two groups play Clarita A. Aban. Preliminary Quiz #1 – Identify
Communication Apply the techniques in oral “Chinese Whisper”. The teacher gives a short Fundamentals of the elements of communication
2. Interpersonal communication to enhance oral message to every student in each group. Then Speech Communication. in each of the given speech
Communication communication competence. the student whispers the message to the one Quezon City: Rex Book situations.
3. Small Group next to him/her. The message is passed on in this Store, 2009.
Communication manner to every member of the group. The last Preliminary Assignment #2-
4. Public Communication receiver of the message states the message Dela Cruz, Edna M. and Identify the factors that can
5. Mass Communication he/she received. The teacher compares it to the Lina P. Ennriquez. hamper the effective delivery
original message to find out how well-relayed Advanced Speech and understanding of spoken
C. Aspects of Communication the message is or what may happen in the Communication. messages.
 1. Verbal or Linguistic
2. Nonverbal or
Extralinguistic
D. Barriers to Communication
TIME
ALLOTMENT STCW KUP CONTENT/TOPIC
(Weeks)
4th Week – 7th
Week II. The Nature and Importance of
(12 hours) Active Listening
A. The Nature of Active Listening
B. The Stages of Active Listening
1. Sensing or Receiving of
Information Stage
2. Interpreting Stage
3. Evaluating Stage
4. Responding Stage
5. Memory Stage
C. Kinds of Listening
1. Appreciative Listening
2. Emphatic Listening
3. Comprehensive Listening
4. Critical Listening
D. Barriers to Effective Listening
E. Guidelines to Active and Effective
Listening
INTENDED LEARNING OUTCOMES
(ILO’s)
Explain the difference between
hearing and listening.
Cite the importance of active
listening.
Enumerate and explain the
different stages of active listening.
Cite the barriers to effective
listening and the guidelines to
effective listening.
process. Quezon City: Rex Book
Store, 2009. Preliminary Quiz #2- Match the
Discussion on the verbal and nonverbal aspects nonlinguistic elements used in
of communication conveying messages with their
descriptions.
The students demonstrate, through body Teaching Aids:
language, the words (feelings) written on index
cards (e.g. cared, hurt, excited, guilty, bored); Whiteboard marker,
have the class identify the feelings being printed words, graphic
demonstrated. organizer
CHECK-UP EXAMINATION –
Covering the elements, types,
aspects, and barriers to
communication.
SUGGESTED TEACHING / LEARNING ACTIVITIES REFERENCES AND ASSESSMENT TASKS
(TLA’s) EQUIPMENTS (AT’s)
Discussion on the nature of active listening. Rafaela H. Diaz. Speech Preliminary Assignment #3-
and Oral Research on the nature and
The students distinguish hearing from listening. Communication for importance of active listening.
College Students,
Discussion on the stages of active listening as Mandaluyong City:
well as its types. National Book Store,
2005.
The students role-play on the different types of
listening. Abulencia, Efren F. and Preliminary Quiz #3 –Listen to
Clarita A. Aban. the audio file to find answers to
Discussion on the barriers to active and effective Fundamentals of Speech the quiz.
listening. Communication. Quezon
City: Rex Book Store,
The students brainstorm on the common 2009.
barriers to effective listening.
Dela Cruz, Edna M. and
Discussion on the guidelines to improve listening Lina P. Ennriquez.
skills. Advanced Speech
Communication. Quezon
The students in groups demonstrate how to City: Rex Book Store,

III. The Human Speech Mechanism
A. Parts of Speech Mechanism
B. Stages of Speech Production
1. Respiration
2. Vocalization or Phonation
3. Resonation
4. Articulation
IV. The Speech Sounds of English
A. The Vowels
B. The Diphthongs and Triphthongs
Realize the importance of studying
the English sound system.
Identify the parts of the human
speech mechanism.
Explain the process of speech
production.
Distinguish and articulate
individual vowel, diphthong, and
triphthong sounds correctly.
Use these sounds correctly in
word, phrase, sentence and
dialogue drills.
Master the symbols used phonetic
transcription.
speak to a hostile audience.
Discussion on the process by which speech
sounds are produced with many parts of the
human body involved.
The students learn to differentiate between the
articulators and the points of articulation by
using a mirror to locate the organs of speech in
their mouth.
Discussion on the stages of speech production
using the human speech mechanism diagram.
The students identify and understand the
functions of the different organs involved in the
stages of speech production.
Discussion on vowel sounds using the VIETOR
triangle and enunciations of these vowel sounds
properly.
The students vocalize the critical vowel sounds
as they read the poem “Trees”, paying attention
to the vowels.
Discussion on distinguishing and articulating
diphthongs and triphthongs.
The students work on exercises like reading
dialogues observing correct enunciations of
diphthongs and tripthongs.
2009.
Teaching Aids:
White board, marker Preliminary Recitation #2- Trace
Graphic organizer, in a flowchart the steps involved
audio file, speech in sound production.
laboratory equipment.
Preliminary Quiz #4- Label the
numbered parts of the speech
mechanism in an illustration.
Preliminary Assignment #4-
Research on the importance of
studying the English sound
system.
Preliminary Quiz #5 - Give the
phonetic symbols for certain
sounds.
Preliminary Assignment #5 –
Differentiate between
diphthongs and triphthongs.
PRELIMINARY EXAMINATION –
Covering types of listening,
stages of speech production,
vowels, diphthongs, and
triphthongs.
 TIME
INTENDED LEARNING OUTCOMES SUGGESTED TEACHING / LEARNING ACTIVITIES REFERENCES AND ASSESSMENT TASKS
ALLOTMENT STCW KUP CONTENT/TOPIC
(ILO’s) (TLA’s) EQUIPMENTS (AT’s)
(Weeks)

8th Week – 11th C. Consonants Articulate correctly consonant Discussion and modeling of the articulation of Rafaela H. Diaz. Speech Midterm Assignment #1-
Week D. Syllabic Consonants clusters and syllabic consonants. the consonant sounds. and Oral Classify consonant sounds
(12 hours) E. Consonants Clusters Communication for according to point of
The students practice on vocalizing consonant College Students, articulation and manner of
sounds for mastery. They sing a jingle in a lively Mandaluyong City: production.
tempo to the tune of “Oh My Darling National Book Store,
Clementine”, pronouncing the consonants 2005. Midterm Quiz #1- Oral quiz on
correctly. enunciating consonant sounds
in words.

V. Stress Patterns
A. Word Stress
B. Sentence Stress
C. Stress Shifts
VI. Intonation Patterns
A. Basic Intonation Patterns
1. Rising Intonation
2. Falling Intonation
3. Rising-Falling Intonation
B. Some Variations in Intonation
Patterns
1. Rising and Rising-Falling
Intonation
2. Rising-Falling and Rising-Falling
Intonation
3. Rising-Falling and Rising
Intonation
4. Rising-Falling and Falling
Intonation
Recognize a stressed syllable from
an unstressed one after listening to
a model.
Deduce rules governing stress shift
after examining some examples.
Distinguish the three basic
intonation contours.
Use the basic intonation contours
in oral discourse.
Clarify meaning meanings using
the variations in intonation and
attitudinal intonation.
Discriminate between and among
the different types of juncture.
Use juncture meaningfully in oral
discourse.
Discussion on the three types of stress. Abulencia, Efren F. and Midterm Quiz #2 – Locate the
Clarita A. Aban. strong stress of words as they
Fundamentals of Speech are read to you.
Communication. Quezon
The students pronounce words with different City: Rex Book Store, Midterm Recitation #1 – Read
stress patterns. 2009. dialogues and excerpts from
speeches and short stories with
Dela Cruz, Edna M. and correct stress.
Lina P. Ennriquez.
Advanced Speech
Discussion on the basin intonation patterns in Communication. Quezon Midterm Assignment #2 –
English including some variations. City: Rex Book Store, Differentiate the three basic
2009. intonation patterns. Provide five
The students read literary selections using examples for each.
appropriate intonation contours.
Teaching Aids:
The teacher discusses the Importance of Whiteboard, marker, Midterm Quiz #3- Mark
juncture in effective communication. printed materials sentences for correct intonation
contour then read as marked.
Midterm Recitation #3- Read
literary selections using
appropriate intonation
contours.

C. Attitudinal Intonation Patterns

1. Rising-Falling Intonation
2. Falling Intonation
3. Falling-Rising Intonation
 VII. Juncture Midterm Assignment #3 –
A. Close Juncture Prepare a dialogue on a given
B. Open Juncture situation. Present your output
C. Terminal Juncture to the class, making sure to read
with correct juncture.

MIDTERM EXAMINATION –
Covering consonants, stress and
intonation patterns, and
juncture.

TIME
INTENDED LEARNING OUTCOMES SUGGESTED TEACHING / LEARNING ACTIVITIES REFERENCES AND ASSESSMENT TASKS
ALLOTMENT STCW KUP CONTENT/TOPIC
(ILO’s) (TLA’s) EQUIPMENTS (AT’s)
(Weeks)

12th Week – VIII. Speech Delivery

14th Week A. Classification of Speeches Compare and contrast the Discussion on the types of speeches including Rafaela H. Diaz. Speech Final Assignment #1- Compare
(9 hours) 1. Memorized memorized, manuscript, their advantages and disadvantages. and Oral and contrast the four types of
2. Manuscript impromptu, and extemporaneous Communication for speech delivery.
3. Impromptu delivery. College Students,
4. Extemporaneous Mandaluyong City: Final Recitation #1 – Explain
Give the advantages and Discussion on the aspects of effective speech National Book Store, aspects of speech delivery.
B. Aspects of Effective Speech disadvantages of each of the four delivery. 2005.
Delivery methods of speech delivery. Final Assignment #2- Research
Abulencia, Efren F. and on the advantages and
The students recite an oratorical piece observing Clarita A. Aban. disadvantages of the four types
good projection and gestures. Fundamentals of of speech delivery.
Speech Communication.
Quezon City: Rex Book Final Assignment #3 – Write a
Store, 2009. short speech to inform to be
delivered next meeting.
Dela Cruz, Edna M. and
Lina P. Ennriquez. Final Quiz #1- Classify the types
Advanced Speech of speeches
Communication.
Quezon City: Rex Book
Store, 2009.

Teaching Aids:
SEMI-FINAL EXAMINATION –
 Whiteboard marker, Covering classification of
printed words, graphic speeches and the aspects of
organizer, speech effective speech delivery.
laboratory equipment

TIME
INTENDED LEARNING OUTCOMES SUGGESTED TEACHING / LEARNING ACTIVITIES REFERENCES AND ASSESSMENT TASKS
ALLOTMENT STCW KUP CONTENT/TOPIC
(ILO’s) (TLA’s) EQUIPMENTS (AT’s)
(Weeks)
15th Week –
18th Week IX. Communication in Small Group
(12 hours) and in Public
A. Participating in Small Groups Name and apply the guidelines in Discussion on communication in small group and Rafaela H. Diaz. Speech Final Assignment #4 – Research
B. Suggestions to be an Effective successful participation in small in public. and Oral on the guidelines on writing and
Communicator group. Communication for evaluating speeches.
C. Writing and Evaluating The students cite examples of small group College Students,
Speeches Apply the techniques in managing communication and demonstrate them in class. Mandaluyong City: Final Quiz #3 – Deliver a formal
stage fright. National Book Store, speech using a particular
Discussion on how be an effective communicator 2005. method.
Prepare and deliver a speech using including the guidelines on writing and
the guidelines. evaluating speeches. Abulencia, Efren F. and
Clarita A. Aban.
Fundamentals of
Speech Communication.
Quezon City: Rex Book
Store, 2009.

Dela Cruz, Edna M. and

Lina P. Ennriquez.
Advanced Speech
Communication.
Quezon City: Rex Book
Store, 2009.

FINAL EXAMINATION –Covering

Communication in Small Group
and in Public 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 cell phone 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 discussion, 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:

SPEECH AND ORAL COMMUNICATION 2ND SEM 2014-2015 COLLEGE OF CRIMINOLOGY VPAA