Maui Community College
Course Outline
1. Alpha
FIL
Number
102
Course Title
Beginning Filipino II
Credits
4
Department
Humanities
Date of Outline
4/12/10 Effective Date Fall 2010
2. Course Description:
N/A
Contact Hours/Type
4 hours/lecture
FIL 101 - Beginning Filipino I or consent
Pre-requisite may be waived by consent
Co-requisites
AS Program
AAS Program
BAS Program
yes
no
N/A
Recommended Preparation
4. Function/Designation
5-year Review Date 4/12/15
Continues FIL 101. Includes speaking, listening, reading, and writing skills
of basic Tagalog.
Cross-list
3. Pre-requisites
Author Debra Nakama
N/A
AA AP - Asia/Pacific Perspective
HU - Humanities
List Additional Programs and Category:
HU - Humanities
Category
Developmental/Remedial
LE - Elective
Elective
List Additional Programs and Category: Elective
List Additional Programs and Category:
Other/Additional: Explain:
See Curriculum Action Request (CAR) form for the college-wide general education student learning
outcomes (SLOs) and/or the program learning outcomes (PLOs) this course supports.
This course outline is standardized and/or the result of a community college or system-wide agreement.
______________________________________________________
______________________
Chancellor
Approval Date
Revised 6/28/2016
Course Outline, page 1
2
Responsible committee: Pamantasan Philippine/Filipino Language Committee
5. Student Learning Outcomes (SLOs): List one to four inclusive SLOs.
For assessment, link these to #7 Recommended Course Content, and #9 Recommended Course
Requirements & Evaluation. Use roman numerals (I., II., III.) to designate SLOs
On successful completion of this course, students will be able to:
I. Grasp and sustain conversations about everyday experiences (examples: school, work, interests, and
preferences).
II. Identify main ideas from authentic everyday practical materials written entirely in the target language
(examples: menus, ads for products, etc.)
III. Demonstrate practical writing needs and social demands by writing paragraph-length personal letters,
messages, applications, and journals.
IV.
6. Competencies/Concepts/Issues/Skills
For assessment, link these to #7 Recommended Course Content, and #9 Recommended Course
Requirements & Evaluation. Use lower case letters (a., b.…zz. )to designate competencies/skills/issues
On successful completion of this course, students will be able to:
Speaking:
a. Manage and negotiate a limited number of task-oriented social situations such as: a) narrating past,
future, habitual or ongoing activities; b) giving and following simple instructions and directions; c)
making requests; d) expressing abilities; e) talking about likes and dislikes; f) giving excuses and advice;
h) comparing people, objects, food, etc.; i) asking and answering about what someone has or doesn’t
have.
b. Ask and answer simple to complex Yes-No questions and WH- questions.
c. Describe in a limited manner self, others, events, and places.
Listening;
d. Demonstrate understanding of sentence-length utterances particularly supported by content referring
to personal and social background, routine tasks, simple instructions and directions.
e. Recognize and differentiate the effect and impact of stress and intonation on meaning.
Reading:
f. Interpret written language in areas where vocabulary has been learned for descriptive, instructional
and directional purposes.
g. Infer meanings of vocabulary words based on context and background knowledge.
h. Demonstrate understanding of main ideas from simple authentic reading materials dealing with
personal and social needs.
Writing:
i. Write simple descriptions of past, future, and ongoing events.
j. Take down dictation and simple notes based on spoken words.
k. Write short and simple essays, friendly letters, and journals about personal activities and experiences.
l. Write a short article.
7. Suggested Course Content and Approximate Time Spent on Each Topic
Linked to #5. Student Learning Outcomes and # 6 Competencies/Skills/Issues
Revised 6/28/2016
course outline
3
WEEK 1: INTRODUCTIONS AND REVIEW [I, II (a-i]
Getting to Know You (Human Bingo Game)
Review of Basic 101 Concepts
WEEK 2: EXISTENCE AND POSSESSION OF THINGS [I, II, III (a-i]
Existence/Absence of things (may, mayroom, wala)
Ask and answer questions about what someone has or doesn't have.
WEEK 3: COMPARING PEOPLE, THINGS, FOOD, ETC. [I, II, III (a-k]
Review Adjectives, Noun Modifications
Adjectives: Equal Comparison (kasing, mag-kasing), Unequal Comparison (mas, kaysa kay)
Superlative Degree: Pinaka
Pluralization of Adjectives
WEEK 4: INTRODUCTION OF VERBS (FOCUS, ASPECT, COMMANDS AND REQUESTS) [I, II,
III (a-k]
Infinitive: Actor Focus (um,mag, ma) and Object Focus (i, in/hin)
Negative Command: bawal, huwag
Use of Paki + Verb to Express Requests
Respond to Command and Requests
Culture Note: pakisuyo, nga
WEEK 5: CHORES, LEISURE AND OTHER [I, II, III (a-k]
Respond to Pseudo-Verbs (gusto/ayaw questions with um, bag, ma verbs)
Express What Someone Likes or Dislikes
WEEK 6: CHORES, LEISURE AND OTHER [I, II, III (a-k]
Respond to Pseudo-Verbs (gusto/ayaw questions with i, in/hin verbs)
Use the Questions Marker "Ba" with gusto/ayaw
WEEK 7: PAST EVENTS [I, II, III (a-k]
Use completed aspect of AF verbs.
Ask and respond to what someone did.
WEEK 8: PAST EVENTS [I, II, III (a-k]
Use completed aspect of OF verbs.
Ask and respond to what someone did.
Expand sentences/Answers
Reading
Future Events: Use contemplated aspect of OF verbs to express future happenings.
WEEK 9: ONGOING/HABITUAL EVENTS [I, II, III (a-k]
Use incomplete aspect of OF verbs to express ongoing events.
WEEK 10: PAST/FUTURE/ONGOING EVENTS [I, II, III (a-k]
Use all Aspects for Object Focus Verbs (i,in/hin)
Midterm
Revised 6/28/2016
course outline
4
WEEK 11: COOKING TERMS [I, II, III (a-k]
Review Sample Recipe
Cooking Presentations
WEEK 12: DIRECTIONS [I, II, III (a-k]
Give appropriate instructions for directions.
Giving Detailed Directions
WEEK 13: TALENTS, SKILLS AND OBLIGATIONS [I, II, III (a-k]
What you can do with pseudo verbs (puwede, maaari)
WEEK 14: DRAMAFEST [I, II, III (a-l]
Presentations
WEEK 15: POSSESSION AND OWNERSHIP [I, II, III (a-l)]
Pronouns: ng and sa set
Ask Questions: alin and kanino
WEEK 16: REVIEW AND PRACTICE [I, II, III (a-l)]
Final Oral Exam
8. Text and Materials, Reference Materials, and Auxiliary Materials
Appropriate text(s) and materials will be chosen at the time the course is offered from those currently
available in the field. Examples include: 1. Conversational Tagalog: A Functional-Situational Approach
by Teresita V. Ramos 2. Basic English-Tagalog Dictionary and/or Tagalog Dictionary by Teresita V.
Ramos 3. Course Management System: https://laulima.hawaii.edu/portal 4. Web Audio Utility:
http://mcl.lll.hawaii.edu/wau/ 5. Interactive Learning Resource:
http://www.seasite.niu.edu/Tagalog/Tagalog_mainpage.htm
Appropriate reference materials will be chosen at the time the course is offered from those currently
available in the field. Examples include: Newspaper, magazines, internet resources
Appropriate auxiliary materials will be chosen at the time the course is offered from those currently
available in the field. Examples include:
9. Suggested Course Requirements and Evaluation
Linked to #5. Student Learning Outcomes (SLOs) and #6 Competencies/Skills/Issues
Specific course requirements are at the discretion of the instructor at the time the course is being offered.
Suggested requirements might include, but are not limited to:
Graded Activities Assigned Points
Attendance and Performance
150 points [I, II, III (a-l)]
Assignments
150 points [I, II, III (a-l)]
Projects
150 points [I, II, III (a-l)]
Review Quizzes and Tests
450 points [I, II, III (a-l)]
Oral Progress Interview
100 points [I, II, III (a-l)]
Final Exam
100 points [I, II, III (a-l)]
Total
1000 points [I, II, III (a-l)]
Revised 6/28/2016
course outline
5
10. Methods of Instruction
Instructional methods will vary considerably by instructor. Specific methods are at the discretion of the
instructor teaching the course and might include, but are not limited to:
Provide comprehensible input in the form of spoken Filipino (Tagalog) through the instructor, video and
text exercises and short readings. Other methods include the use of Filipino in daily instruction through
oral response, speaking and writing. Careful monitored group and pair work for conversation and text
exercises.
Both formal and informal discussions on effective language teaching methods are on going between fulltime and part-time faculty of Filipino at Maui College and University of Hawai`i Manoa. Additionally,
informal evaluations/discussions seeking feedback and suggestions are also conducted periodically.
11. Assessment of Intended Student Learning Outcomes Standards Grid attached
12. Additional Information: N/A
Revised 6/28/2016
course outline