DATE:03-30-21

NAME:MA.LORENA AKOL

PROGRAM&SECTION:BA ENGLISH 1E

ENGAGE

Activity 1.

Instructions: Ask your mother about yourself as an infant. Find out your language development
by asking her about the distinct features or characteristics you had (15 pts.):
1. how she talked to you when you were a baby;

My mom usually say something like, “Indayyy” and “bebe” because that’s one of my nicknames.
She usually talk in a baby voice or high pitched voice because it always makes me laugh. She
talk about what happened when she was home, what’s going on, if I wants to zoom(me putting
in the air and “flying” back and forth), and just random stuff. I usually just mumbles and drools,
but it’s still the cutest thing ever.

2. the first word you uttered; and

According to my parents my first word was: mama. When I was 5 months old, I began talking.
My second word was papay instead of papa. According to my parents everyone and everything
stopped as they all turned to stare at me, to which I repeated “papay”, my parents were
absolutely dumbfounded while their friends laughed because “papay” second word.

3. your unforgettable moment in kindergarten.

Then, express what you think about it (5 pts.).

See Rubric 2 in the Appendices for scoring. (Total points = 20)

A toy metal car struck me on the forehead. It happened while I was playing in nursery. I don’t
know who threw it and I can’t be sure if it was an accident or if it was on purpose. A toy car
appeared swirling through the air and hit me hard. I remember crying as blood poured down
my face. I was wounded by that toy. The staff nursed me and put a bandage on my head. I can
remember when my mother removed the bandage on a different day. That was my worst
memory from Baby school.
DATE:03-30-21

NAME:MA.LORENA AKOL

PROGRAM&SECTION:BA ENGLISH 1E

EXPLORE

Instructions: List down and define the 5 major components of the structure of language (5 pts.);
then, briefly define them (5 pts.). After doing so, identify which component the following
example situations are involved in (5 pts.): (Total points = 15)

Context- Context is the way that everything in language works together to convey a specific
meaning. Context includes the tone of voice, body language, and words used.

Phoneme- A phoneme is the smallest unit of sound in a language that can cause a change in
meaning but does not have meaning on its own.

Morpheme- The basic unit of morphology, are the smallest meaningful unit of language. Thus,
a morpheme is a group of phonemes that have a specific meaning. If a morpheme is changed in
any way, the entire meaning of the word can change.

Syntax- Syntax is a set of rules for constructing complete sentences from words and phrases.
Every language has its own set of syntactic rules, but all languages have some form of syntax.

lexemes- Lexemes are the set of inflected forms taken by a single word.

1. knowing that everything around us including words has a meaning of its own
Context

2. realizing that the letter “t” can be aspirated or unaspirated

Phoneme

3. having knowledge that a sentence has a subject (noun) and a predicate (verb)
Syntax

4. adding prefixes and suffixes to the word “love” to create “lovely”, “loving”, and “lovable”
Lexeme

5. applying language to the society just like saying “Could you please be quiet” instead of “Shut
up”
Pragmatics
DATE:03-30-21

NAME:MA.LORENA AKOL

PROGRAM&SECTION:BA ENGLISH 1E

ELABORATE

Instructions: Ask this question, “Hello, How are you?” to the persons listed below (you can use
any language understandable), and note down their responses; then, complete the table. You
may ask them either virtually or through face to face observing safety protocol. (Total points =
15)

Respondents Response

1. Infant 8-month-old says “hi” right back in response. He repeats

the word again and giggles.

2. Toddler She ignores me at first, then when she notices I'm

holding a phone, she responds with a hello and asks if I
have any games.

3. Pre-schooler What do you eat? I inquired. Hotdog, she exclaimed.

And she'll keep eating.

4. Elementary school boy/girl Hello, how are you doing? I asked. She smiled and
replied, "Hello, I'm fine."

Your observation: As children grow, they undergo rapid transformations. Many of these
changes are physical. Other changes are cognitive, which means they affect how children think
and learn. Child development frequently occurs in stages, with the majority of children reaching
specific developmental milestones by the time they reach a certain age.
DATE:03-30-21

NAME:MA.LORENA AKOL

PROGRAM&SECTION:BA ENGLISH 1E

ENGAGE

Activity 4.
Instructions: Listen to the song “Five Little Monkeys” on YouTube.
https://www.youtube.com/watch?v=b0NHrFNZWh0

Five Little Monkeys Mama called the doctor and the doctor
said
Five little monkeys jumping on the bed "No more monkeys jumping on the bed!"
One fell off and bumped his head Three little monkeys jumping on the bed
Mama called the doctor and the doctor One fell off and bumped his head
said
Mama called the doctor and the doctor
"No more monkeys jumping on the said
bed!" "No more monkeys jumping on the bed!"
Two little monkeys jumping on the bed
Four little monkeys jumping on the bed

One fell off and bumped his head

One fell off and bumped his…

Answer the following items (5 pts.):

1. Which rhyming words can easily be noted?

 Bed, head, and said are rhyming words that are easily identified.

2. Is there a words with 3 syllables?

 There are no three-syllable words. Five, bed, fell, off, bumped, head, called, said, no, more = 1
syllable little, monkeys, jumping, mama, doctor = 2 syllables.

3. Which word has only one morpheme?

Five bed fell little one

4. Which word do you think can a child easily remember?

  Mama is one of the easiest words for a child to remember.

5. Which word is sang with a high pitch?

 More is the word that was sung in a high pitch.

DATE:03-30-21

NAME:MA.LORENA AKOL

PROGRAM&SECTION:BA ENGLISH 1E

EXPLORE

Activity 5.

Instructions: Answer the following questions with a Yes or a No (Total pts. = 10):

1. Does the baby respond to his or her mother because they understand each other by heart?

 Yes

2. Is a baby attracted to low pitch sounds?

 Yes

3. Do babies had inborn preferences for sounds?

 Yes

4. Is eye contact necessary when communicating with a baby?

 Yes

5. Do babies perceive sounds the way adults do?

 Yes

6. Is a baby’s babbling nonsensical?

 Yes

7. Is the consonant cluster /td/ pronounceable?

 No

8. Can the hearing-impaired babies also produce sounds?

 No

9. Do children avoid a word which is hard for them to pronounce?

 Yes

10. Is the number of words you occasionally speak to a child more important than the number of times
you talk to her or him? No
DATE:03-30-21

NAME:MA.LORENA AKOL

PROGRAM&SECTION:BA ENGLISH 1E

ELABORATE

Activity 6.

Instructions: Below is the list of phonological theories. Study them and identify a portion of the
discussion above (in Explain) which pertains to the said theories, and add them as extracts.
(Total pts. = 10)

1. Distinctive Feature Theory. In this theory the basic unit is the feature (not the phoneme),
which can't be broken into smaller units.
Extract:

• In this theory the basic unit is the feature (not the phoneme)
• features can't be broken into smaller units.
• Features are binary; all phonemes either have [+] or don't have [-] a particular feature.
• Several feature systems have been proposed.

• This theory could potentially help us clinically.

• If we look at features rather than phonemes errors that look unique at the phoneme level
may actually have a common basis.
• What looks like several errors may actually be a common problem of not having learned a
single feature.
• E.g., child’s errors may all be on [+] strident sounds or on [+] continuant sounds.

2. Generative Grammar. This theory says that when we have an idea to express, we choose the
morphemes we need. Then we assemble the words into utterances using the rules of the
grammar. This “plan” then goes to the speech motor system and is expressed physically.
Extract:

• This theory says that when we have an idea to express, we choose the morphemes we need.
• Then we assemble the words into utterances using the rules of the grammar.
• This “plan” then goes to the speech motor system and is expressed physically

• The rules specify how phonemes, morphemes, words, and utterances must be combined to
express the idea in a grammatically correct way
3. Generative Phonology. The theory says that phonological rules make use of distinctive
features. Sounds that share features form “natural sound classes”, which are often subject to
the same kinds of changes.
Extract:

• The theory says that phonological rules make use of distinctive features.
• Sounds that share features form “natural sound classes”.
• Natural sound classes are often subject to the same kinds of changes.

• If we want to apply this theory clinically we can examine a child’s productions.

• Look for changes that occur and the contexts in which they occur.
• The child may have their own set of rules.
• What looks like a series of independent errors may be the result of a common rule.
• If we can discover the child's rules we can try to change them and it should change all the
errors affected by the old rules.

4. Naturalness and Markedness. Features or sounds that are more common in the world’s
languages are considered more “natural”. As languages develop, certain sounds may be
selected for use because they are easier to learn. May be because they may be easier to
produce and/or easier to hear.
Extract:

• If sounds truly are more natural, many languages will select them for use.
• Features or sounds that are more natural are said to be "unmarked" because we assume they
are the ones children learn first.
• "Marked" features or sounds are those that are less common in the world’s languages.
• they may be harder to learn.

5. Natural Phonology. Natural phonology suggests that in their desire to communicate, children
simplify what they want to say to make it possible for them to produce it. • This theory assumes
that young children's "underlying representations" are just like an adult's

Extract:

• As their abilities improve, they slowly reduce the amount of simplification.

• Eventually their speech comes to sound like that of an adult.
• Simplifications = “natural processes”
• Believed to be innate, universal, mental operations.
• Sometimes just called phonological processes.
• Phonological development = learning to suppress (stop using) the natural processes.
• Phonological disorders = delay or inability to suppress the processes.
DATE:03-06-21

NAME:MA.LORENA AKOL

PROGRAM&SECTION:BA ENGLISH 1E

Module 3

Engage

Activity 7.
Instructions: Below are the terms we usually hear or read. Tell which ones are real words in the English
vocabulary. Write Yes if it is; No if it is not (10 pts.). Then answer the question that follows.
1. songer No
2. confidant Yes
3. cookable No
4. flex Yes
5. Tiktokerist No
6. unlearn Yes
7. youniverse No
8. smartphone Yes
9. plantito No
10. sapiosexual Yes
Question: Do they have meaning to the user? Why? (5 pts.)

Yes, it is. A user is someone who employs or employs a specific thing, such as a Tiktok user. TikTok is a
massively popular app that allows users to create and share videos of up to 60 seconds in length. It is
particularly popular for lip-synced music videos. The app has given rise to a slew of young social media
influencers. Other influencers, such as entrepreneur Gary Vaynerchuck, have also joined the platform
and have been sharing repurposed content that is more relevant to the demographic.
DATE:03-06-21

NAME:MA.LORENA AKOL

PROGRAM&SECTION:BA ENGLISH 1E

Explore

Activity 8.Instructions: Below are different items that require different responses. Read each instruction
carefully and provide the required answers (2 pts. each)1. Draw a referent of the word box.

2. For you, what is the meaning of the word flower. Give a short definition.Flower is defined as the part
of a plant that is often brightly colored and provides the pollen that is moved from plant to plant for
pollination. Flowers are small plants that are grown for their flowers as opposed to trees, shrubs, and
vegetables. Flowers are also called the bloom or blossom of a plant. Flowers have petals. Inside the part
of the flower that has petals are the parts which produce pollen and seeds.

3. Give a word that you can understand but you cannot usually use.Biblioklept is, in some ways, rather
pointless. It has two more syllables than book thief. It is also unlikely that some of the people with
whom you use it will understand it, so it cannot be said to aid communication. Fortunately, we do not
have a meritocracy in our vocabulary, and words that are useless have the same right to be included as
words that are useful.

4. What do you think “soup of spaghetti delicious” means?

5. Which words is easier for a child to learn – sister or niece?

Child might know different words such as sister and brother, but not niece. However, when confronted
with one, it is easier for them to learn the word because they are already familiar with related words.
Children start to say words somewhere around their first birthday. But they’re not a random subset of
adult vocabulary. They’re not learning words like 'peach' or 'neon 'brocoli.' That’s common sense, but
what’s really new is that they are learning these words in clusters and there might be some words that
are easier for children to learn and some that are harder.

DATE:03-06-21
NAME:MA.LORENA AKOL

PROGRAM&SECTION:BA ENGLISH 1E

Module 3

Elaborate

Activity 9.
Instructions: Read the story below; then, analyze the situation by answering the
question that follow. Follow the outline provided.

Angela, 25, is a mother of a 3-year-old son named Nonoy. Nonoy likes to play with toy
guns and cars. He would use his toy guns to playfully shoot his father and brothers. He
would shout, “Tat, tat, tat,” as he does it. Sometimes, when Nonoy gets hold of a piece
of stick, a ladle, or broom, he would use it as a gun to play with. There was a time when
he almost got the knife on the table. Whenever plays with his toy cars, big or small, he
would sit on them as if riding, so some smaller toy cars got damaged easily. Angela
always get angry at Nonoy because of how he plays with his toys.

How will you explain Nonoy’s case to Angela? See Rubric 1 in the Appendices for
scoring. (Total pts. = 15)

One of your responsibilities as a parent is to teach your child proper behavior. It's a
time-consuming and patient job. I'd like to tell Angela that by using calm words and
actions, she can teach Nonoy the difference between right and wrong. Nonoy needs to
know when he does something wrong and when he does something right. Recognize
and praise good behavior, praising success and good tries. Teach your child not to hit,
bite, or engage in other aggressive behavior. Recognize sibling disagreements but
avoid taking sides. If there is a disagreement over a toy, the toy can be put away.
Explain that it's okay to be angry from time to time, but it's not okay to hurt someone or
break things. Teach them positive ways to deal with angry feelings, such as talking
about it.

Being a parent can be a rewarding but challenging experience. You can reduce your
stress and help your child thrive by showing your child love and respect, communicating
honestly, and remaining positive.
DATE:05-24-21

NAME:MA.LORENA AKOL

PROGRAM&SECTION:BA ENGLISH 1E

Instruction: In 1 – 3 sentence, briefly explain the following theories. See Rubric 1 in the
Appendices for scoring. (5 pts. Each; total pts. = 20)

1. Associationist Theory

The brain forms neural networks that permit information similar to a computer to be
processed in these theories. Instead of constructing abstract rules, learning is based on
associative processes. Learning is based on associative patterns rather than on rules.
Students are sensitive to input regularities. In consequence, on basis of these
regularities, they can extract probabilistic patterns.

2. Categorical or Semantic Feature Theory

Semantic features are theoretical units of meaning-holding components that are used to
represent the meaning of words. These characteristics are crucial in determining the
type of lexical relationship that exists between words in a language. Semantic features
allow linguistics to explain how words with similar features can belong to the same
semantic domain. Diverging semantic features explain the difference in word meanings
in the same way.

3. Cognitive Theories

A cognitive theory of learning views second language acquisition as a conscious and

reasoned thinking process involving the deliberate application of learning strategies.
Learning strategies are special ways of processing information that improve
comprehension, learning, or retention. Cognitive theories are distinguished by their
emphasis on the idea that how and what people think causes emotional arousal, and
that certain thoughts and beliefs lead to disturbed emotions and behaviors while others
lead to healthy emotions and adaptive behavior.

4. Prototype Theory

One important theory, prototype theory, holds that natural categories are organized
around ideal examples (prototypes), and that other items belong to the category to the
extent that they resemble the prototype. Prototype theory refers to graded
categorization where some members of a category are more central, or more perfect,
than others. This means that although some things may belong to a certain category of
elements, they still may be perceived as unequal.
DATE:03-06-21

NAME:MA.LORENA AKOL

PROGRAM&SECTION:BA ENGLISH 1E

Module 4

Engage

Activity 10.
Instructions: Imagine you were a preschooler. How do you think you would speak the following
sentences? (1 pt each)
1. Goodbye, my mother!

 Bye-bye mama!

2. That’s my doll.

 My doll

3. There’s Kitty!

 Ders kitty

4. My blanket is soft.

 Blanket soft

5. I haven’t seen Mommy today.

 No mama

6. What is she doing?

 What doing

7. Is Daddy busy?

 Daddy busy
DATE:03-06-21

NAME:MA.LORENA AKOL

PROGRAM&SECTION:BA ENGLISH 1E

Module 4

Explore

Activity 11.
Instructions: Write the definition of the following linguistic terminologies. Provide your references after
each definition. (1 pt. each)
1. Noun phase

A noun phrase is a phrase that has a noun as its head.

https://glossary.sil.org/term/noun-phrase

2. Verb phrase

1. In traditional terminology, a verb phrase is a phrase that

 has the syntactic role of a simple verb, and

 is composed of a main verb and auxiliary verbs or verbal particles related syntactically to the
verb.

https://glossary.sil.org/term/verb-phrase

3. Utterance

An utterance is a natural unit of speech bounded by breaths or pauses.

An utterance is a complete unit of talk, bounded by the speaker's silence

https://glossary.sil.org/term/utterance

4. Morpheme

A morpheme is the smallest meaningful unit in the grammar of a language.

https://glossary.sil.org/term/morpheme

5. Copula

A copula is an intransitivity verb which links a subject:

  to a noun phrase
 adjective, or
 other constituent which expresses the predicate.

https://glossary.sil.org/term/copula

6. Contraction

A contraction is a shortened form of a word (or group of words) that omits certain letters or sounds. In
most contractions, an apostrophe represents the missing letters.

https://www.grammarly.com/blog/contractions/
7. Frequency hypothesis

The frequency format hypothesis is the idea that the brain understands and processes information
better when presented in frequency formats rather than a numerical or probability format.

https://en.m.wikipedia.org/wiki/Frequency_format_hypothesis
8. Negation

Negation is a morphosyntactic operation in which a lexical item denies or inverts the meaning of
another lexical item or construction.

https://glossary.sil.org/term/negation
9. Passive sentence

A passive sentence is a sentence in which the subject does not perform the action of the verb. In fact, in
a passive sentence, the action of the verb is done to the subject.

https://www.grammar-monster.com/glossary/passive_sentences.htm
10. Conjunction

A conjunction is a word that:

 syntactically links words or larger constituents, and

 expresses a semantic relationship between them.

A conjunction is positionally fixed relative to one or more of the elements related by it, thus
distinguishing it from constituents such as English conjunctive adverbs.

https://glossary.sil.org/term/conjunction
11. Relative clause

A relative clause is a clause which describes the referent of a head noun or pronoun. It often restricts
the reference of the head noun or pronoun.
https://glossary.sil.org/term/relative-clause
12. Bottom-up reading

A bottom-up reading model is a reading model that

 emphasizes the written or printed text

 says reading is driven by a process that results in meaning (or, in other words, reading is driven
by text), and
 proceeds from part to whole.

http://www.171english.cn/html/literacyterms/WhatIsABottomUpReadingModel.htm

13. Top-down reading

Top-down processing is the idea that to process and understand a text we start with “higher-level”
features – background knowledge, context, overall meaning – and proceed through a series of steps
“down” to “lower-level” semantic, syntactical and phonological features.

https://www.eslbase.com/tefl-a-z/top-down-bottom-up-processing
DATE:03-06-21

NAME:MA.LORENA AKOL

PROGRAM&SECTION:BA ENGLISH 1E

Engage
Activity 13.

Instructions: Read the following expressions below. How will you express them
properly? Provide the data by checking the column. An example is given for you. (Total
pts. = 20)

Sentence Pitch Volume Speed Intonation

High Low Loud Soft Fast Slow Rising Falling

Ex.:
You saw you friend carrying a big
box. You ask: What’s that? ✔️ ✔️ ✔️ ✔️

1. It’s your friend’s birthday. You ✔ ✔ ✔ ✔

say: Happy birthday, my friend!

2. You saw your 4-year-old nephew ✔ ✔ ✔ ✔

crying. You ask: Oh, what
happened? Why are you crying?

3. Your Mom hit her toes on the ✔ ✔ ✔ ✔

furniture. You tell her: You need to
be careful next time, Ma.

4. You are giving directions to a ✔ ✔ ✔ ✔

stranger: Go straight, then turn
right. After the fourth post is a gas
station.

5. You refuse to work on the ✔ ✔ ✔ ✔

weekend. You tell your boss: I'm so
sorry Sir, but I have important
things to do in this weekend
DATE:03-06-21

NAME:MA.LORENA AKOL

PROGRAM&SECTION:BA ENGLISH 1E

Explore

Activity 14.
Instructions: Translate the Filipino expressions below into gay lingo, Black English, idiolect,
register, formal languages. (2 pts. each; total pts. = 20)
1. Your friends will visit your house. You will prepare lunch for them. You want to know what
food they want you to prepare for them. How will you ask them?
Gay lingo: Kimberlush? Anetch lunch you want?

Black English: Yo! Bestnahzza, what grub ya wana eat?

Idiolect: Do you eat fri-fri chicky-chick? That's our lunch today.

Religious register: What do you want to eat for lunch? Let's pray together before lunch

Formal/ Academic/ Business register: I would be really delighted if you would come for a lunch
at my house. Would you like fried chicken?

2. You niece in elementary school got a low grade in English in the first quarter. How will you
tell her not to give up and do her best in the next quarter?
Gay lingo: When you're sad, you look like Chaka. Don't worry, you'll be able to make it next
semester.

Black English: Yo! When ya're sad, mostly, ya loaahahght lahke Chaka. Sheeeiit. Don't worry,
ya'll be able ta make aht next semester. Ah be baaad.

Idiolect: Sweetie, put your sadness away. There's ice cream in the ref lets eat.

Religious register: Don't be sad. Lifting you up in prayer and hoping you have a better day
today.

Formal/ Academic/ Business register: You're in the right track. I’m behind you 100%. Keep
pushing.
DATE:03-06-21

NAME:MA.LORENA AKOL

PROGRAM&SECTION:BA ENGLISH 1E

Elaborate

Activity 15.
Instructions: Observe three members in your family as to how they communicate with each other. List
down 3 notable features of language they have based on the discussions above (1 pt. each). Then, give
your linguistics comments (2 pts. each). (Total pts. = 15)

Family Language features Your comments

Multilingual I was surprised recently when my 20-year-

old cousin used the word "kinarir" in his
Member 1 Gay lingo
usual morning conversation with my
Ebonics mother. Of course, “Karir” is derived from
the word “career,” and when someone is
seen seriously involved with something or
even someone unexpectedly, everyone
quickly flicks the word “kinarir” and
recognizes it for what it is.

Formal I've noticed that her speech is very formal,

and she's always saying "praise the Lord."
Member 2 Multilingual
She is also fluent in several languages. She
Religious register spoke to us in a formal and energetic
manner.

Multilingual I struggled a little with the languages

coming out of his mouth because they
Member 3 Idiolect
were difficult to understand. I could say,
Formal however, that he's different from them as
well.
DATE:03-06-21

NAME:MA.LORENA AKOL

PROGRAM&SECTION:BA ENGLISH 1E

Engage

Activity 16.
Instructions: Give five (5) expressions which you commonly say in your second
language instead of your first language. Then, give your reason why you use them.
(Total pts. = 10).
1. I don't understand
2. For your information
3. Excuse me
4. I am sorry

5. Nevermind
Reason: It could be for a variety of reasons, such as emphasizing the emotional value
of the word or expression (as I mentioned above), being in the mood to speak that
language, feeling some connection to it, or being connected to it in our daily routine.
There are words and phrases in a language that do not exist in other languages that we
want to use to precisely describe a situation.
DATE:03-06-21

NAME:MA.LORENA AKOL

PROGRAM&SECTION:BA ENGLISH 1E

Explore

Activity 17.
Instructions: Read an excerpt from What Made Me Decide to Learn English, an anecdote written by
Angel Ravelo on November 25, 2018 (Source: https://www.kenjie.me/what-made-me-decideto-learn-
english/). Then, write a short reaction/ thought paper on it. Don’t forget to use the IBC (Introduction-
Body-Conclusion) format. See Writing Rubric 2 for the scoring system. (Total pts. = 20).

I studied in Malolos, which is a city. I came from a town so I’m not used to the new
environment. People were so diverse, even with the dialect. I even had a classmate who was
from the United States. But later on, I got along with them very well and got used to the
diversity. At that time, I thought that I know a lot about English but the truth slapped me. I
found out that there’s a lot more about English than meets the eye. I’ve learned a lot of
things in college. Not just from my professors, but even from my classmates and friends. I
get to use the English language more often as we are English majors, and that we analyze
English deep within its roots and form. It was then that I realized how wide and complicated
English really is, but it was so fun and satisfying to gain from it.

In my second year, I had a subject called “Speech and Stage Arts”, it was also one of our
major subjects. It was more about role plays. I like reenacting stories in literature. I like it so
much that I thought of shifting my course. But then I told myself that I wouldn’t want to
waste the two years that I’ve been into the education field. Years passed by and it’s been a
roller coaster ride. It was a combination of good and hard times. I endured the hardships,
and I learned. Learning English is not easy. It takes time, effort, and you have to put your
heart into it. When I was in fourth year, I got together with my classmate from the United
States. He’s a native speaker so I speak in English all the time. We were already close friends
since the first and second year though I didn’t get to talk too much but just listen because I
was so shy and afraid of committing mistakes. Fear is one of the factors that hinders
learning. I’ve realized that you should trust yourself so that you can grow. When we got
together, we get to talk about a lot of things. I learned that multitude of things I know about
English were wrong.
"Courage is what you need to get up; courage is also what you need to sit down and hear." What other
people think of our views should never frighten us. Others will hear if we have the courage to talk.

Good English is not only elegant, but it also allows you to continue your studies and specializations at
the best universities in the world, which are located in countries where English is spoken. Education is
important for self-improvement, but learning English also improves one's quality of life. You have access
to jobs that you would not have considered otherwise, you can evaluate an international career, and
you can live in many countries with the ease of going shopping or negotiating house rent. The
advantages they provide to a person's knowledge of the English language are numerous. What is critical
to understand is that the English language is capable of breaking down many barriers, including cultural
ones.

Understanding ourselves and others requires familiarity with the habits and customs of other countries.
By better understanding our fellow man around the world, we are constantly surprised at how we are
both different and similar. The English language allows us to relate to one another and thus understand
one another.
DATE:05-24-21

NAME:MA.LORENA AKOL

PROGRAM&SECTION:BA ENGLISH 1E

Engage

Activity 19.
Instruction: Complete the table with the data needed. (Total pts. = 10)

L2 words/ expressions you use in L1 words/ expressions you use in

speaking/ writing in L1 speaking/ writing in L2

1. Nice to meet you 1. Ma-ayong aga

2. I really appreciate 2. Musta ka?

3. Nevermind 3. Di-in ka halin?

4. What do you mean? 4. Pasensyaha lang ako

5. I am looking for.... 5. Salamat

Observations:

I noticed that L1 and L2 are the most important language categories in terms of
acquisition. Regardless of the number of each, L1 will refer to native languages, while
L2 will refer to non-native or target languages. L1 transfer is the transfer of sounds. L2
learners' pronunciation is heavily influenced by their L1 and deviates from native
speakers' pronunciation. As a result, the function of L1 transfer is critical in sound SLA.

DATE:05-24-21
NAME:MA.LORENA AKOL

PROGRAM&SECTION:BA ENGLISH 1E

Explore

Activity 20.

Instructions: Ask a family member to read the text below. Note the every sound they
produce/ pronounce. List down the sounds that you believe they have mispronounced
(not the word, but every sound in each word). Then, answer the question that follow.
(Total pts. = 10)

When things go wrong as they sometimes will,

When the road you're trudging seems all up hill,

When the funds are low and the debts are high

And you want to smile, but you have to sigh,

When care is pressing you down a bit,

Rest if you must, but don't you quit.

These are the sounds that she mispronounced

*fuhndz *Hil

*wel *Dets

*truh.juhng *Sai

Question: Why do you think they mispronounced those sounds of English?

Pronouncing words like a native English speaker is difficult, if not impossible, if one's
first language is not English, and sometimes even if it is. There is no “correct” way to
speak English for all English speakers. Most people who learn English as a second
language after childhood pronounce English words differently than a native English
speaker because pronunciation is learned in a different language and it is difficult to
learn a new way.

DATE:05-24-21
NAME:MA.LORENA AKOL

PROGRAM&SECTION:BA ENGLISH 1E

Elaborate

Activity 21.
Instructions: Create a Venn Diagram of the first and second language acquisition.

Lalaja
DATE:05-24-21

NAME:MA.LORENA AKOL

PROGRAM&SECTION:BA ENGLISH 1E

Engage

Activity 22.

Instructions: Share how you learned your second language (English). You can ask your
parents or guardian about it. Answer the questions below. (Total pts. = 5)

1. At what age did you first learn English? (1 pt.)

I started learning English when I was around 5 years old.

2. How did you first learn English? (1 pt.)

The school where I went required students to learn basic English such as vocabularies,
sentence structures, grammar, and speaking skills. Started by reading comics and then
shifted to some good books. As I grew up, I got into a good school that taught English
very well and I didn't have any problems after that.

3. What are the factors that might have affected your learning? (Give only 3)

Learning Disabilities

Limited Formal Schooling

Attitude
DATE:05-24-21

NAME:MA.LORENA AKOL

PROGRAM&SECTION:BA ENGLISH 1E

Explore

Activity 23.Instructions: Below are items on instruction or teaching SLA. Tell

whether you agree on them or not by writing True or False. Then give your
explanation. (Total pts. = 10)

Statement True or False Explanation

1. The path of language True Mothers are important for children to

acquisition is not changed by learn their native language; instructions
instruction. from parents or caregivers are
unnecessary, despite the psychological
benefits of paying attention to the child.

2. There are advantageous True Learning another language also has

effects and benefits teaching can many other advantages, such as
provide. improved academic performance,
cognitive development, and more
positive attitudes toward other
languages and cultures. Simply put,
language learning is required for
students to function effectively in
today's global marketplace.

3. With instruction, input can be True Input is comparable to intake, which is

adjusted or corrected and input that is then taken in and
processing of knowledge internalized by the learner so that it can
happens. be applied. When communication is
successful, input is understood, and
there is enough of it, it is automatically
provided.

4.Instruction might be able to True Implicit knowledge contributes to

foster explicit and implicit second language acquisition through a
interfaces. variety of actions, the most important
of which is interaction with native
 speakers. Explicit refers to a rule that is
considered during the learning process.
Learners are encouraged to become
aware of the rule's metalinguistic
implications.

5. Teaching can help students True Interaction through pair and group work
notice language forms and maximizes practice opportunities by
patterns as they interact with the allowing more learners to speak for
task. longer periods of time. Collaborative
learning, particularly the use of
collaborative tasks, has been shown to
promote language development
because learners can see a reason to
use language to interact. Student-
Teacher interactions are critical for
developing students' academic self-
concepts and increasing their
enthusiasm and success.
DATE:05-24-21

NAME:MA.LORENA AKOL

PROGRAM&SECTION:BA ENGLISH 1E

Elaborate

Activity 24.

Instructions: List down all the theories, models, and hypotheses presented above, with their
corresponding author and year of publication, as well as a short explanation about them.

Name of Model/ Theory/ Author and Year of Publication Brief Explanation

Hypothesis

1. Monitor Theory (Krashen, 1982) Monitor Model theory suggests

that we should both strive to
increase our second language
inputs (like viewing videos,
television, and going through
books for reading) and make
sure we receive proper error
correction in one form or
another.

Universal Grammar Theory (White 2003, 2015) Universal grammar, theory

proposing that humans possess
innate faculties related to the
acquisition of language. It is
associated with work in
generative grammar, and it is
based on the idea that certain
aspects of syntactic structure are
universal.

Processability Theory (Piennemann, 1998; Processability theory (PT) is a

Piennemann & Lenzing, 2015) cognitive approach to second
language acquisition that seeks
to explain developmental
schedules as well as learner
 variation.

Input Processing Theory (VanPatten, 2004 The Input Processing theory,

describes the process of
strategies and mechanisms that
learners use to link linguistic
form with its meaning or
function. IP addresses how
learners initially perceive and
process linguistic data in spoken
or written language.

Skill-Learning Theory (DeKeyser, 2015) Learning of a wide variety of

skills shows a remarkable
similarity in development from
initial representation of
knowledge through initial
changes in behavior to eventual
fluent, spontaneous, largely
effortless, and highly skilled.

Emergentism and usage-based (Ellis & Wulff, 2015) Language can be learned from
theories language use itself, by means of
social skills like joint attention,
and by means of powerful
generalization mechanisms.

Interaction Hypothesis (Gass & Mackey, 2015) The Interaction hypothesis is a

theory of second-language
acquisition which states that the
development of language
proficiency is promoted by face-
to-face interaction and
communication. Its main focus is
on the role of input, interaction,
and output in second language
acquisition.

Sociocultural Theory (Lantolf, Thorne & Poehner, Learners initially use language
2015) for communicative interaction
purposes with their interlocutors
and, eventually, this
interpersonal speech takes on an
intrapersonal function in which
 the speech is directed to the self.

Competition Model (MacWhinney, 2001) Competition model, second

language acquisition requires
that learners learn the relative
importance of the different cues
appropriate in the language they
are learning.

Critical Period Hypothesis (CPH) (Lenneberg, 1967) The critical period hypothesis
says that there is a period of
growth in which full native
competence is possible when
acquiring a language. This period
is from early childhood to
adolescence. The critical period
hypothesis has implications for
teachers and learning
programmes, but it is not
universally accepted.

Sensitive Period Hypothesis (Johnstone, 2002) The critical period hypothesis is

the subject of a long-standing
debate in linguistics and
language acquisition over the
extent to which the ability to
acquire language is biologically
linked to age.