Nature and structure of language
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This document outlines the nature and structure of language. It discusses the key components of language, including phonemes, morphemes, and syntax. It also describes some key properties of human language such as being creative, structured, meaningful, and referential. The document then provides an overview of the secondary English curriculum in the Philippines, including its goals and expectations at different grade levels. It aims to develop students' communication skills and prepare them for globalization. The scope and sequence of the language subjects are also outlined for each grade of the secondary curriculum.
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 I’ve 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 I’ve 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 one’s 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. What’s 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 cross- cultural 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