A Teacher Support Material for Secondary English

The
silent
Language

Reprinted
by the Philippines-Australia Hastening the Impact of PROBE (HIP)
under the AusAID Vulnerable Groups Facility (VGF)

A resource produced through the support of AusAID PHILIPPINES-AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE)
on behalf of the Australian Government REGIONAL LEARNING MATERIALS CENTER (RLMC) VII
 Published by the
PHILIPPINES - AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE)
REGIONAL LEARNING MATERIALS CENTER (RLMC ) VII
Department of Education
Region VII, Central Visayas
Cebu City
Copyright 2000
Reprint Edition 2003
Adopted 2009 by LRMDS

COPYRIGHT NOTICE

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the

Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such
work for profit.”

This material was developed within the Project in Basic Education (PROBE)
implemented by the Educational Development Projects Implementing Task Force
(EDPITAF) of the Department of Education (DepEd) in collaboration with the
Bureau of Elementary Education, Bureau of Secondary Education and the
Commission on Higher Education. Prior approval must be given by the PROBE
Management Unit lodged at EDPITAF and the source must be clearly
acknowledged.

Angie Tingcang
ISF, Secondary English
Division of Siquijor
Writer

The production of this Teacher Support Material (TSM) has been made possible with the
assistance of the P-A HIP VGF RLMC VII Staff.

This TSM package has been adopted for online distribution through the Learning Resource
Management Development System (LRMDS) Portal by Region VII under Project STRIVE for BESRA,
a project supported by AUSAID.
Appendix A
A Teacher Support Material for Secondary English

ACTIVITY SHEET 1

INTERPRETING VISUAL SIGNS

Directions: After sharing the interpretation of your visual cards, write your
answers on the column provided.

SIGN PLACE MEANING

The Silent Language

(Teacher’s Guide)

4
 A contains the signs/symbols while Envelope B contains the places where
the signs and symbols are most likely to be found.)
3. Distribute to each member the visual cards.
4. Let each member of the group mill around within their own group in order
to match the sign contained in Envelope A to the proper place written in the
visual card contained in Envelope B. (Students will later realize that one
sign may be found in more than one place.)
5. Let the group perform the task indicated in Activity Sheet 1.
6. Let each group present the output and discuss the correctness of the group's
work.

DAY 3
Activity 1
1. Divide the class into groups.
2. Give each group a piece of manila paper.
3. Let the groups come up with a drawing of a place with appropriate signs/
slogans/symbols.
4. Give each group fifteen (15) minutes to do this.
5. After fifteen minutes, ask a group representative to present the group
output to the whole class.
6. Post all the group output on the walls for viewing.

3
Evaluation
The success of the use of this material can be measured by: CONTENTS
· students' active participation and involvement in the different activities
· students' ability to give correct/appropriate meanings to visual signs and
symbols
· production of outputs such as designing slogans and signs. Description 1
Resource List
Activity Sheet 1 Interpreting Visual Signs Target Audience 1
Mime Cards (10 pcs., to be cut by the teacher)
Sign Cards (10 pcs., to be cut by the teacher) Subject Matter 1
Laminated cards showing different signs and symbols
Colored pentel pens (to be provided by the teacher)
Learning Competency 1
Sheets of manila paper (to be provided by the teacher)

Procedure Duration 1
DAY 1
Activity 1 Objectives 1
1. Divide the whole class into ten groups.
2. Give each group one Mime Card.
Procedure 1
3. Give each group 5 minutes to prepare a pantomime based on the situation
given in the Mime Card.
4. As the groups prepare for the pantomime, post on the board the different Evaluation 2
signs written out on a Sign Card.
5. After 5 minutes, call on each group to do the pantomime. After the group Resource List 2
does the pantomime, let the rest of the class guess what sign is being
portrayed. The choice will be based on the Sign Cards posted on the board.
The group signifies its desire to answer by raising the right hand of one Appendix 4
member.
6. The group that gets more right answers wins the game.

DAY 2
Activity 1

1. Divide the whole class into four groups.

2. Give each group Activity Sheet 1 and a set of Visual Cards.
(Note: Activity Sheet 1 is divided into three columns. In the first column,
the group writes the sign; in the second column the group writes the
corresponding place where the sign is most likely to be found and in the
third column, the group writes the meaning expressed by the sign.
The Visual Cards are those placed in envelopes marked A and B. Envelope

2
Description
Everywhere around us are signs and symbols which convey meaning for
communication. These signs and symbols provide students with opportunities for
language learning in the classroom. This Teacher Support Material (TSM) is
designed to make teaching and learning English as a second language more
interesting and worthwhile through the use of visual signs.

This material involves the use of laminated cards showing signs and symbols
as well as activity sheets aimed at developing students' skill in interpreting
non-verbal language.

TargetAudience
First Year students

Subject Matter
Interpreting Signs and Symbols

Learning Competency
Reading:

Give the meaning of signs and symbols used

(e.g. road signs, prohibited signs, etc.)
and evaluate their effectiveness.

Duration
45 minutes ( to be used in 3 English class periods at the last 15 minutes of
each period as the material is for reinforcement )

Objectives
After using this material, the students are expected to:
· interpret and respond to signs and symbols effectively
· identify the place where these signs can be found and be able to give its
meaning
· design and make slogans or signs using imperative sentences correctly.

Teaching Hints
This material is to be used as a reinforcement activity for a lesson on
interpreting non-verbal language.

The laminated cards are just some examples of signs and symbols. Teachers
may come up and produce other visual cards showing other signs and symbols.

1
(to be cut by the teacher)

Mime Card 1
Situation: The children saw this sign in the museum:

HANDS OFF
Portray what the sign is supposed to mean.

Mime Card 2
Situation: Mark, a twelve-year old boy happened to pass by at a
movie house. The sign near the ticket booth reads:

FOR GENERAL PATRONAGE

Portray what the sign is supposed to mean.

Mime Card 3
Situation: At the park, this sign is seen:

KEEP OFF THE GRASS

What should the children in the park do to follow this sign?

Mime Card 4
Situation: In the school gate, a sign says:

DON’T BLOCK THE DRIVEWAY

Show to your classmates what happens when a driver
reads this sign.

Mime Card 5
Situation: You see this sign posted on the door of a telephone booth.

OUT OF ORDER
What happens when telephone callers see this sign?
(to be cut by the teacher)

Mime Card 6
Situation: In the supermarket, this sign hangs above the cashier:
FOR 10 ITEMS AND
EXPRESS LANE - BELOW ONLY
Portray this situation.

Mime Card 7
Situation: Rhea plans to visit her sick cousin in the hospital. It is already 9:15 in the
evening. When she approaches the main door of the hospital, she reads
this sign:
7:00 - 11:00 a.m
VISITING HOURS: 1:00 - 9:00 p.m.
What will Rhea most likely do?

Mime Card 8
Situation: You are driving a car and you happen to pass at a school.
You read this sign:

NO BLOWING OF HORN
What will you do?

Mime Card 9
Situation: You are in the library. You see this sign:

SILENCE
Portray this situation to your class.

Mime Card 10
Situation: Your father is driving a jeepney. You are waiting for your mother buying
bread at a roadside bakery. He wants to park the jeepney at a place
where this sign reads:

NO PARKING
Show to the class what happens in this situation.
(to be cut by the teacher)

HANDS OFF
FOR GENERAL
PATRONAGE
KEEP OFF
THE GRASS
DON’T BLOCK
THE DRIVEWAY
OUT OF ORDER
(to be cut by the teacher)

EXPRESS LANE
FOR 10 ITEMS AND BELOW ONLY

VISITING HOURS:
7:00 - 11:00 a.m
1:00 - 9:00 p.m.
NO BLOWING
OF HORN
SILENCE
NO PARKING
(to be cut by the teacher)

STREET
SCHOOL
SHOPPING
MALLS
HOSPITAL
OFFICE
 ACTIVITY SHEET 1

INTERPRETING VISUAL SIGNS

Directions: After sharing the interpretation of your visual cards, write your answers on the column provided.

S I G N P L A C E M E A N I N G