Nature and Structure of Language

Criteria of the system of communication in order to be considered a language:

A language uses symbolsA language is meaningful and

therefore can be understood by other users of that language.

A language is generativeA language has rules that govern how

symbols can be arranged.

The Building Blocks of Language

1. Phonemes- the smallest distinguishable

units in a language.

2. Morphemes- the smallest meaningful units

in a language.

3. Syntax – is a system of rules that governs

how words can be meaningfully

arranged to form phrases and

sentences.

Properties of Human Language

creative and dynamicstructuredmeaningfulreferential interpersonal

Course Descriptions of the Language

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.

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

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

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.;

b. make use of real world knowledge and

experience with emphasis on cross-

cultural items ,

c. Work at the denotative meanings of a text;

identify and explain different literary

types with emphasis on Philippine

literature,

d. and show appreciation of art forms and

familiarization with the more common

mass media forms.

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,

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

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

At the end of the Third Year, the students is expected to:

a. Utilize a variety of sentences and

methods in persuasion and

argumentations,

b. Break down complex sentence to get

the message in different text types,

c. Journalistic, scientific, literary, and technical,

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.

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;

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.

Scope and Sequence of the Language Subjects

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

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

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)

Quarter 2

I as a learner

1. I am a learner

2. Making sense of what I’ve learned

3. When communication bogs down

4. When memory fails me

5. Planning my learning activities

6. Becoming a resourceful learner

7. Working harmoniously with others

8. Reflecting on what I’ve done

9. Synthesizing my learning experiences

Output: My portfolio as a learner

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

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

Quarter 4

Science and Technology: Friend of Foe?

1. Development in transportation

2. Development in communication

3. Medical breakthroughs

4. Food for all

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

Output: Round table discussion on the topic:

science and technology: friend of

foe?

Second Year

Quarter 1

Learning to Know

1. A wealth of knowledge

2. Learning to learn

3. Learning from experiences

4. Learning from others

5. Learning from events

6. Learning from information technology

7. An analytical learner

8. Reflecting on what I learned

9. Reflecting on an informative talk show

Output: An informative talk show related to

national and global issues

Quarter 2

Learning to Be

1. Being true to ourselves

2. Tracing our roots

3. Being a nationalists

4. Being an Asian citizen

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 one’s decisions

Output: A peace book/ wall or board

Quarter 3

Learning to Become

1. Responding to differences of opinions

and culture

2. Responding to personal problems

3. Responding to societal problems

4. Responding to uncertainties

5. Responding to changes

6. Responding to media

7. Taking risks

8. Listening to events

9. Timeout for reflection

Output: A show case of growth through

colors, shapes, objects, sounds, and

language

Quarter 4

Learning to Do

1. Viewing problems and issues from

different vantage points

2. Reading up on previous efforts

3. Noting trends

4. Drawing up plans

5. Trying things out

6. Analyzing results

7. Reflecting and evaluating processes

8. Creating new applications

9. Presenting and sharing results

Output: A project proposal and end- of-

project reports

Third Year

Quarter 1

In the Realm of Thoughts

1. Seeing patterns

2. Perception versus reality

3. Reconciling contradictions

4. Breaking down walls

5. Up- down and up again: The S- curve

6. People change

7. What’s new?

8. Green housing ideas

9. Looking back, looking forward

Output: Making ideas take shape through

songs, painting, collage, etc.

Quarter 2

Interactions

1. Formal interaction with people

2. Interaction through technology

3. Interaction with nature

4. Interaction with ideas: A self-talk

5. Non- verbal interactions

6. Reducing language barriers

7. Language of power

8. A cross- cultural perspective

Output: A phrase book of basic

conversational expressions

Quarter 3

Quality not Quantity

1. Uniqueness

2. Impact

3. Multi- modal

4. Inter- connectedness integration

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

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

5. What if?

6. Both sides of the coin

7. Taking a stand

8. Refuting arguments

9. Where lies the truth?

Output: debate

Fourth Year

Quarter 1

Education for Life

1. Learning to think

2. Expanding and refining knowledge

3. Applying for college admission/

employment

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

9. Previewing and evaluating

Output: Annotated bibliography and note

cards

Quarter 2

Education for Justice

1. Sharing resources equitably

2. Tempering justice with mercy

3. In defense of life

4. Defending basic human rights

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

Quarter 3

Education for Sustainable Development

1. Education: A life long process

2. Values for sustainable growth and

development

3. Change is costly

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

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

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

Output: Research paper or a simple

feasibility study