GROUP 1: Mary Joice Asuncion, Glorilyn Marcos, Frisa Sempino, Cristie Maltiso,

Dino Palattao
Technology for Teaching and Learning 2

Activity 1: Inquiry & Research Based Learning

Step 1: The KWL Chart

Language Topic: Language acquisition

Big Question: Why do we need to about language acquisition?

What I Know What I want to Know What I Learned

 Language Acquisition 1.How do acquisition 1. Acquiring a language is a process

is a process that language results get
that everybody around the world
involves to get affected by a social- goes through, in order to
involved with natural cultural factor? communicate. It implies being
and material artifacts immerse in the culture where the
2. Can adults acquire a language is developed, the
 Learning language is a second language as geographical area, the way in which
tool to understand the children do or just by people talk, including the semantics,
world connections learning? pragmatics, syntactic and phonetic
between the dimensions. It is a natural process for
imaginaries we have each human being to acquire a
and how we can language
transform them.
2. World connections refer to know
 Acquisition is a other cultures, different to the own
subconscious process one; and to get it, it is important to
while learning is a learn a language, something that is
conscious process. carried out in a conscious way
following a procedure from a teacher
who explains the new language rules
and how and when to use them.
Considering the critical period stage,
it is complicated for an adult person
to acquire a language because s/he is
not able to do it in a subconscious
way.
GROUP 1: Mary Joice Asuncion, Glorilyn Marcos, Frisa Sempino, Cristie Maltiso,
Dino Palattao
Technology for Teaching and Learning 2

Activity 2: Nature of Inquiry-Based Learning

Step 1: Reading Curriculum Guide in English or Filipino Subject

Identify a grade level from the K to 12 curriculum and read the curriculum guide for
English and Filipino of this level. Focus of your reading on the different language
competencies of every language lesson.

Step 2: Identifying Language Competencies

Subject: English
Grade Level: Grade 7
Language Learning Competencies Types of Inquiry
1 Narrate events chronologically/ Arrange id Guided Inquiry
eas logically based on a material viewed.

2 Gather current information from newspape Controlled Inquiry
rs and other print and non-print media.

3 Compose personal and factual recounts. Free Inquiry

4 Follow directions using a map. Structured Inquiry

5 Give the meaning of given signs and symb Free Inquiry
ols.
Guided Inquiry
6 Determine the truthfulness and accuracy of 
the material viewed.

Structured Inquiry
7 Follow steps in a process.
Guided Inquiry
8 Extract information from a text using a su
mmary, precise, and paraphrase.

Controlled Inquiry
9 Get information from the different parts of 
a book and from general references in the l
ibrary.
Structured Inquiry
1 Producing English sounds correctly and us
0 ing the prosodic features of speech effectiv
ely in various situations.

Step 3: Developing Core Questions

Subject: English
Grade Level: Grade 7
GROUP 1: Mary Joice Asuncion, Glorilyn Marcos, Frisa Sempino, Cristie Maltiso,
Dino Palattao
Technology for Teaching and Learning 2

1.Narrate events chronologically/ Arrange ideas log What are the events based on

ically based on a material viewed. the material viewed?

2.Gather current information from newspapers and  What are the informations that

other print and non-print media. you learned from the
newspaper and other non-print
media.

3.Compose personal and factual recounts. What is your inspiration in

composing your personal and
factual recount
4.Follow directions using a map. Is the map helpful?

5.Give the meaning of given signs and symbols. What did you learn from the

given signs and symbols?
6.Determine the truthfulness and accuracy of the ma What is the viewed material all
terial viewed. about?
7.Follow steps in a process. What are the different steps?

8.Extract information from a text using a summary,  What are the important

precise, and paraphrase. events/details in the text.
9.Get information from the different parts of a book  Is the references in the library
and from general references in the library. is helpful in getting
informations?

10.Producing English sounds correctly and using th What is your guide in

e prosodic features of speech effectively in various  producing English sound using
situations. prosodic features of speech?

Activity 3: Problem & Project Based Learning

Step 1: Study a picture from the internet and create a meme or a question about it.
GROUP 1: Mary Joice Asuncion, Glorilyn Marcos, Frisa Sempino, Cristie Maltiso,
Dino Palattao
Technology for Teaching and Learning 2

Step 2: Write 1-2 sentences about literature.

Literature is important in everyday life because it connects individuals with larger
truths and ideas in a society. Literature creates a way for people to record their
thoughts and experiences in a way that is accessible to others, through fictionalized
accounts of the experience.

Step 3: Between creating a meme or a question about picture from the internet and
writing sentences about literature, which did you find easier to write about? Explain
your answer.
In creating a meme and writing sentences about literature is obviously shows that it is
both relatable in our real life situations because of our prior knowledge or experience,
and between the two I find easier to write about writing a sentences about literature
because you just need to write the idea that you have about literature and that’s it
while in creating a meme you need to think a words or lines that is related in the
picture that you pick and also you need to assure that your viewers can relate and
laugh on it.
GROUP 1: Mary Joice Asuncion, Glorilyn Marcos, Frisa Sempino, Cristie Maltiso,
Dino Palattao
Technology for Teaching and Learning 2

Activity 4: Nature of Prolem-Based Learning

Step 1. Using Notetaking Application Find a peer that you can work with for this
activity. Bring out your K to 12 Curriculum in English. Use any notetaking app or
tool for recording your output.

Step 2. Constructing Key Questions for PBI. Using you K to 12 Curriculum in

curriculum in English, choose 3 learning competencies from different quarters,
identify the content standards and construct key questions that can motivate students
to engage in PrBL activity. Use the table provided.

Quarter Learning Content standard Open-ended question

competencies
1st quarter * share prior The learner * how would the
knowledge about demonstrates learners competently
text topic understanding of perform in full-
* take note of how Anglo- length?
sequence signals or American literature * what are your
connections to and other text types expectations in
determine patterns serve as means of this subject
of idea development preserving matter.
given in a text unchanging values * what is the
* skim to determine in a important lesson you
key ideas and wanted to learn in
author’s this.
purpose.
2nd quarter * compare and * changing world, Learning activity?
contrast similar also how to use the * how can we help
information features of a full- find what you are
presented in length play, tense, looking for today?
different texts. consistency, modals,
* get information active and passive
from various print constructions plus
media like brochures, direct and indirect
pamphlets, speech to enable
periodicals, and him/her competently
audio video in a
recordings.
* internet information
found in non-linear
text such as diagrams,
maps, charts, etc.
3rd quarter * express Full-length play
appreciation for
sensory images used
* explain the
literary device
used
GROUP 1: Mary Joice Asuncion, Glorilyn Marcos, Frisa Sempino, Cristie Maltiso,
Dino Palattao
Technology for Teaching and Learning 2

*determine mood,
technique, and
purpose of the
author.
GROUP 1: Mary Joice Asuncion, Glorilyn Marcos, Frisa Sempino, Cristie Maltiso,
Dino Palattao
Technology for Teaching and Learning 2

Activity 5: Web 2.0 and Web 3.0

Step 1: Searching for Web 2.0

With the group of 5 fill out the table that presents various web 2.0 tools and language
activities were such tools maybe used.

Web 2.0 tools Purpose Example Learning Activities

1.Facebook For collaboration Per partners reciting poem

simultaneously.

2.Kahoot For Assessment purposes Multiple choice questions

pertaining antonyms and
synonyms

3.Instagram For Posting page poetry and Students will share by

Instagram poetry and other Posting their page
literature content. poetry,like Blackout poetry,
Instagram poetry.

4.Blogg For written discussion and Students will share their

sharing insights insights about the novel
romance movie "Atonement"

5.YouTube Content creation Create stage poetry wherein

the students will post their
work in YouTube.

Step 2: Searching for Web 3.0

Identify some Web3.0 tools that can be used in the language classroom and share it to
the class.
 GROUP 1: Mary Joice Asuncion, Glorilyn Marcos, Frisa Sempino, Cristie Maltiso,
Dino Palattao
Technology for Teaching and Learning 2

Web 3.0 tools Purpose

1.Digital libraries: It gives the meaning of a certain word and

Meriam Webster its correct pronunciation.

Google assistant Google Assistant offers voice commands,

voice searching, and voice-activated device
control, letting you complete a number of
tasks after you've said the "OK Google" or
"Hey Google" wake words. It is designed to
give you conversational interactions. Google
Assistant will: Control your devices and
your smart home.

Siri, Siri is a virtual assistant that is part of Apple

Inc.'s iOS, iPad OS, watch OS, mac OS, tv
OS, and audio OS operating systems. It uses
voice queries, gesture based control, focus-
tracking and a natural-language user
interface to answer questions, make
recommendations, and perform actions

Google Documents Google Docs is an online word processor

that lets you create and format documents
and work with other people.

Language Translator Application It translates the sentence into desired

language it is either oral or written.