Nature and structure of language

1. Nature and Structure of Language

2. Criteria of the system of communication in order to be considered a language: A A language uses symbols language is meaningful and therefore can be understood by other users of that language.

3. A A language is generative language has rules that govern how symbols can be arranged.

4. The Building Blocks of Language 1. Phonemes- the smallest distinguishable units in a language. 2. Morphemes- the smallest meaningful units in a language.

5. 3. Syntax is a system of rules that governs how words can be meaningfully arranged to form phrases and sentences.

6. Properties of Human Language creative and dynamic - In Filipino, new words like tapsilog, pogi, prove that language is indeed creative and dynamic. Our emerging Filipino language accepts the influences from other languages and so is very dynamic and continually evolving.

7. Structured- There are grammatical rules to follow. Meaningful- It can be understood by other users of the language.

8. Referential- Evening star, morning star Interpersonal- My description has to be understood by my listeners.

9. Course Descriptions of the Language

10. What is the secondary English subject all about? The secondary English curriculum for 2002 seeks to develop citizenship and to address the communication needs(i.e. interpersonal, informative, and aesthetic) of Filipino students for English, which is emerging as the international lingua franca.

11. In line with developments in applied linguistics and pedagogy, and in consonance with the government thrusts and globalization ,this emerging English curriculum adopts a communicativeinteractive, collaborative approach to

12. learning as well as reflection and introspection with the aim in view of developing autonomous language learners who are aware of and are able to cope with global trends.

13. Central to the framework of this curriculum is the need for language learning that is contextualized, interactive, and integrated.

14. Goals and Expectations At the end of the First Year, the students is expected to: a. determine how sentences are used to perform communicative acts, such as describing, defining, classifying,etc.;

15. b. make use of real world knowledge and experience with emphasis on crosscultural items , c. Work at the denotative meanings of a text; identify and explain different literary types with emphasis on Philippine literature,

16. d. and show appreciation of art forms and familiarization with the more common mass media forms.

17. At the end of the Second Year, the students is expected to: a. Exhibit skills in utilizing the prosodic features in oral texts and signals and cues in written texts to follows the development of ideas,

18. b. Show understanding and appreciation of the different genres with emphasis on types contributed by Afro-Asian and Philippine countries,

19. c. and to manipulate formal devices used to combine sentences to create continuous prose employing different rhetorical patterns.

20. At the end of the Third Year, the students is expected to: a. Utilize a variety of sentences and methods in persuasion and argumentations,

21. b. Break down complex sentence to get the message in different text types, c. Journalistic, scientific, literary, and technical,

22. d. and single out the devices employed in fiction works and non fiction works (foreshadowing, flashbacks, figurative language, etc.) used by authors for intellectual, emotional, and aesthetic purpose with emphasis on Philippine and British-American literature.

23. At the end of the Fourth Year, the students is expected to: a. Have acquired skills of assessing, evaluating, and using relevant information to meet their various needs, thereby enabling them to adapt and respond flexibly to a rapidly changing world;

24. b. and to have developed listening, speaking, reading, and writing skills and appreciation of literature resulting in a deeper understanding of the ideas, experiences, and cultures of other people, customs and traditions, as well as values.

25. Scope and Sequence of the Language Subjects

26. First Year Quarter 1 Getting in Touch with Self and Others 1. How I see myself 2. How does family see me? 3. Through the eyes of my friends

27. 4. I, as a member of the community 5. How informed and concerned am I about national and global issues? 6. Reaching out to others 7. being open to contrary opinions

28. 8. Do I step on the right of others? 9. My relationship with God Output: My Profile: A thumbnail sketch ( An autobiography, a collage, or a self- portrait)

29. Quarter 2 I as a learner 1. I am a learner 2. Making sense of what Ive learned 3. When communication bogs down 4. When memory fails me

30. 5. Planning my learning activities 6. Becoming a resourceful learner 7. Working harmoniously with others 8. Reflecting on what Ive done 9. Synthesizing my learning experiences Output: My portfolio as a learner

31. Quarter 3 My Relationship with Nature 1. Learning from nature 2. Bounties of nature 3. Taking care of nature 4. Coping with the wrath of nature

32. 5. The 3 Rs of waste management 6. Being a responsible steward of nature 7. Communing with nature 8. Nature in us 9. Drawing inspiration from nature Output: a campaign for change: treating nature right

33. Quarter 4 Science and Technology: Friend of Foe? 1. Development in transportation 2. Development in communication 3. Medical breakthroughs 4. Food for all

34. 5. Consumerism 6. Science and Technology: master or slave? 7. Our throw- away society 8. Experiencing information overload 9. Necessity: the mother of all inventions

35. Output: Round table discussion on the topic: science and technology: friend of foe?

36. Second Year Quarter 1 Learning to Know 1. A wealth of knowledge 2. Learning to learn 3. Learning from experiences

37. 4. Learning from others 5. Learning from events 6. Learning from information technology 7. An analytical learner 8. Reflecting on what I learned

38. 9. Reflecting on an informative talk show Output: An informative talk show related to national and global issues

39. Quarter 2 Learning to Be 1. Being true to ourselves 2. Tracing our roots 3. Being a nationalists 4. Being an Asian citizen

40. 5. Being an open- minded but discerning global citizen 6. Being a team player 7. Being concerned about people 8. Being concerned about nature 9. Being responsible for ones decisions Output: A peace book/ wall or board

41. Quarter 3 Learning to Become 1. Responding to differences of opinions and culture 2. Responding to personal problems 3. Responding to societal problems

42. 4. Responding to uncertainties 5. Responding to changes 6. Responding to media 7. Taking risks 8. Listening to events

43. 9. Timeout for reflection Output: A show case of growth through colors, shapes, objects, sounds, and language

44. Quarter 4 Learning to Do 1. Viewing problems and issues from different vantage points 2. Reading up on previous efforts 3. Noting trends

45. 4. Drawing up plans 5. Trying things out 6. Analyzing results 7. Reflecting and evaluating processes 8. Creating new applications

46. 9. Presenting and sharing results Output: A project proposal and end- ofproject reports

47. Third Year Quarter 1 In the Realm of Thoughts 1. Seeing patterns 2. Perception versus reality 3. Reconciling contradictions

48. 4. Breaking down walls 5. Up- down and up again: The S- curve 6. People change 7. Whats new? 8. Green housing ideas

49. 9. Looking back, looking forward Output: Making ideas take shape through songs, painting, collage, etc.

50. Quarter 2 Interactions 1. Formal interaction with people 2. Interaction through technology 3. Interaction with nature 4. Interaction with ideas: A self-talk

51. 5. Non- verbal interactions 6. Reducing language barriers 7. Language of power 8. A crosscultural perspective Output: A phrase book of basic conversational expressions

52. Quarter 3 Quality not Quantity 1. Uniqueness 2. Impact 3. Multi- modal 4. Inter- connectedness integration

53. 5. A work of art 6. A labor of love 7. Transcending time and space 8. Source of pride 9. Beyond the unexpected Output: standards of quality: a primer

54. Quarter 4 Making a Difference 1. People who make a difference 2. Earth- shaking events 3. Moving ideas 4. Inventions and discoveries that change the world

55. 5. What if? 6. Both sides of the coin 7. Taking a stand 8. Refuting arguments 9. Where lies the truth? Output: debate

56. Fourth Year Quarter 1 Education for Life 1. Learning to think 2. Expanding and refining knowledge 3. Applying for college admission/ employment

57. 4. Process and product 5. Language in the content area 6. Developing a sense of responsibility 7. Service for others and willingness to share 8. Making my voice heard

58. 9. Previewing and evaluating Output: Annotated bibliography and note cards

59. Quarter 2 Education for Justice 1. Sharing resources equitably 2. Tempering justice with mercy 3. In defense of life 4. Defending basic human rights

60. 5. The culture of non- violence 6. Trial by publicity 7. Justice delayed, justice denied 8. In fairness to all 9. Speaking out in defense with others Output: Debate and letters to the editor

61. Quarter 3 Education for Sustainable Development 1. Education: A life long process 2. Values for sustainable growth and development 3. Change is costly

62. 4. Networking 5. Self- management 6. concern for the environment 7. Using language to establish relationships 8. Constant self- assessment Output: Research paper. Draft for chapters 1- 3

63. Quarter 4 Education for Global Citizenship 1. Stressing interconnectedness 2. Looking at problems in a global context 3. Accepting cultural differences 4. Working cooperatively and responsibly

64. 5. Thinking in critical and systematic way 6. Going ``global`` 7. Adjustments and re- adjustments 8. Language for survival in a global culture 9. Envisioning possible, preferred and plural future scenarios

65. Output: Research paper or a simple feasibility study

Nature and structure of language

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