Reading in Philippine History Module # 1

HISTORY
- it is the study of the past. Events before the invention of writing systems are considered prehistory.
"History" is an umbrella term comprising past events as well as the memory, discovery, collection,
organization, presentation, and interpretation of these events.

- It is derived from the Greek word " Historia" which means "to inquire or to investigate"

HERODOTUS
- A Greek philosopher that considered as the father of History. The past is a rich depository of man’s
struggle and triumph. It reveals the effort of mankind to withstand every challenge that comes before
him/her. It is the reconstruction of the very event that had been lost like a missing jigsaw puzzle.

FAMOUS PERSONALITIES AND ITS DESCRIPTION OF HISTORY

1. Edward Hallet Carr - It is a continues process of inquiry and interpretation of reconstructing the
fast thru evidence from the past.

2. Florentino Hornedo - It is the story of the victors/champion.

3. Robin George Collingwood - History is the re-enactment in the historian's mind of the thought
whose history he is studying.

4. Michael Joseph Oakeshott - History is the historian's experience.

5. Talcott Parsons - History is “a selective system” not only of cognitive, but of causal, orientations
to reality.

6. Henry Johnson - “History, in its broadest sense, is everything that ever happened.”

7. Zeus Salazar - Relevant stories/narrative of the people (Salaysay na may saysay para sa
sinasalaysayang grupo)

NATURE OF HISTORY

1. A study of the present in the light of the past -The present has evolved out of the past. Modern
history enables us to understand how society has come to its present form so that one may
intelligently interpret the sequence of events. The causal relationships between the selected
happenings are uncovered that help in revealing the nature of happenings and framing of general
laws.

2. History is the study of man - History deals with man’s struggle through the ages. History is not
static. By selecting “innumerable biographies” and presenting their lives in the appropriate social
context and the ideas in the human context, we understand the sweep of events. It traces the
fascinating story of how man has developed through the ages, how man has studied to use and
control his environment and how the present institutions have grown out of the past.

3.History is concerned with man in time - It deals with a series of events and each event occurs at a
given point in time. Human history, in fact, is the process of human development in time. It is time
which affords a perspective to events and lends a charm that brightens up the past.
4.History is concerned with man in space: - The interaction of man on environment and vice versa is
a dynamic one. History describes about nations and human activities in the context of their physical
and geographical environment. Out of this arise the varied trends in the political, social, economic
and cultural spheres of man’s activities and achievements. 5. Objective record of happenings - Every
precaution is taken to base the data on original sources and make them free from subjective
interpretation. It helps in clear understanding of the past and enables us to take well informed
decisions.

5. Multisided - All aspects of the life of a social group are closely interrelated and historical
happenings cover all these aspects of life, not limited only to the political aspect that had so long
dominated history.

6. History is a dialogue between the events of the past and progressively emerging future ends. - The
historian’s interpretation of the past, his selection of the significant and the relevant events, evolves
with the progressive emergence of new goals. The general laws regulating historical happenings
may not be considered enough; attempts must be made to predict future happenings based on the
laws.

7.Not only narration but also analysis: - The selected happenings are not merely narrated; the causal
relationships between them are properly unearthed. The tracing of these relationships leads to the
development of general laws that are also compared and contrasted with similar happenings in other
social groups to improve the reliability and validity of these laws.

8. Continuity and coherence are the necessary requisites of history: - History carries the burden of
human progress as it is passed down from generation to generation, from society to society,
justifying the essence of continuity.
9. Relevant - In the study of history only those events are included which are relevant to the
understanding of the present life.

10. Comprehensiveness - According to modern concept, history is not confined to one period or
country or nation. It also deals with all aspects of human life-political, social, economic, religious,
literary, aesthetic, and physical, giving a clear sense of world unity.

FOCUS OF HISTORY

1. Interpretation, perspective, and representation of the past

2. Critical evaluation of sources and evidence

3. Narratives, explanation, and analysis

4. Careful and systematic study of key societal processes a. relationship of political power b.
economic interest c. cultural life d. change that occurs in human societies

5. It study the past and its implication to the future. A focus upon reaction, adaptation, and
transformation as the core engine of the historical process
Historical Criticism
- A branch of history which looked at literature for evidence about economic political events going
on at the time at which the works were produced to explain the content of the said literary works this
led to Historical Interpretation. Historical Method - The process of critically examining and
analyzing the records for the survivals of the past. New Historicism - it is a process that seek to find
meaning in each text that is being studied that includes complex description of human reality that is
embedded and most often hidden in the text that is needed to surface.

Functional and Conversant English Module # 1

WHAT IS GRAMMAR?
- Grammar is the formal study of the structure of a language and describes how words fit together in
meaningful constructions. A property of the brain: a specific description, study or analysis of rules
for language use.

- “The word grammar also denotes the study of these abstract features or a book presenting these
rules. In a restricted sense, the term refers only to the study of sentence and word structure (syntax
and morphology), excluding vocabulary and pronunciation.” (Britannica, 2021)

OPERATIONAL GRAMMAR
- We acquire a working knowledge of our native language simply through being exposed to it from
early childhood. You study grammar, however, if you want to be able to analyse your language.
ANALYTIC GRAMMAR - Analytic grammar makes explicit the knowledge of the rules with which
you operate when you use the language.

DESCRIPTIVE GRAMMAR
- A descriptive rule is one that describes how people use their language. Sometimes people speaking
the same dialect disagree in their evaluation of particular sentences. For example, some speakers of
standard British English find it acceptable I demand that she gives her reasons; others prefer or
require a different form of the verb in the that- clause, either that she give her reasons or that she
should give her reasons.

PRESCRIPTIVE GRAMMAR
- Rules that specify which usages should be adopted or avoided are called prescriptive rules.

EXAMPLES OF PRESCRIPTIVE RULES ARE:

- Don’t use like as a conjunction, as in He speaks like his father does. - Don’t use between you and I.
- Don’t split an infinitive, as in to actually feel. - Don’t end a sentence with a preposition.

WHAT MAKES A GOOD RULE?

a. Truth
b. b. Limitation
c. Clarity
d. Simplicity
e. Familiarity
f. Relevance

DIFFERENT TYPES OF GRAMMAR

A. TRADITIONAL GRAMMAR
The term traditional grammar refers to the collection of prescriptive rules and concepts about the
structure of language that is commonly taught in schools.

- Traditional English grammar, also referred to as school grammar, is largely based on the principles
of Latin grammar, not on modern linguistic research in English.

- Traditional grammar defines what is and is not correct in the English language, not accounting for
culture or modernizing in favor of maintaining tradition. Because it is fairly rigid and rooted in the
ways of the past, traditional grammar is often considered outdated and regularly criticized by experts.
Even so, many children learn this proper, historical form of grammar today.

- It is the collection of prescriptive rules and concepts about the structure of the language. "We say
that traditional grammar is prescriptive because it focuses on the distinction between what some
people do with language and what they ought to do with it, according to a pre-established
standard. .The chief goal of traditional grammar, therefore, is perpetuating a historical model of what
supposedly constitutes proper language" (J. D. Williams, The Teacher's Grammar Book. Routledge,
2005).

B. GENERATIVE GRAMMAR
- In linguistics, generative grammar is grammar (the set of language rules) that indicates the structure
and interpretation of sentences that native speakers of a language accept as belonging to their
language.
 - The main principle of generative grammar is that all humans are born with an innate capacity for
language and that this capacity shapes the rules for what is considered "correct" grammar in a
language.

- Generative grammar includes the rules determining the structure and interpretation of sentences
that speakers accept as belonging to the language. "Simply put, a generative grammar is a theory of
competence: a model of the psychological system of unconscious knowledge that underlies a
speaker's ability to produce and interpret utterances in a language" (F. Parker and K. Riley,
Linguistics for Non-Linguists. Allyn and Bacon, 1994).

C. TRANSFORMATIVE GRAMMAR
- A theory of grammar that accounts for the constructions of a language by linguistic transformations
and phrase structures.

- "In transformational grammar, the term 'rule' is used not for a precept set down by an external
authority but for a principle that is unconsciously yet regularly followed in the production and
interpretation of sentences.

- A rule is a direction for forming a sentence or a part of a sentence, which has been internalized by
the native speaker" (D. Bornstein, An Introduction to Transformational Grammar. University Press
of America, 1984).

- Transformational grammar is a theory of grammar that accounts for the constructions of a language
by linguistic transformations and phrase structures. Also known as transformational-generative
grammar or T-G or TG

HOW CAN GRAMMAR BE ACQUIRED or LEARNED?

IMPLICIT
- Teaching grammar can be explicit or implicit. Implicit grammar teaching advocates think that
grammar conscious grammar learning is useless

EXPLICIT
- Proponents of explicit grammar teaching believe that focus on formal grammar teaching is
essential for language learners. When teachers choose to teach grammar explicitly, they follow either
an inductive or a deductive approach.

INDUCTIVE
- Inductive reasoning draws conclusions from individual experiences and observations. The truth of
these conclusions depends on the truth of the evidence available. For instance, the assumption that
there are numerous black ravens may support the conclusion that all ravens are black. However, once
we discover a raven that is not black, our generalizations become invalid.

- It promotes experiential learning and trains learners to actively try to discover grammar rules by
themselves. Once these rules fit their mental structures, they become more memorable because of the
effort deployed.

- The inductive grammar teaching, however, is time-consuming and requires so much effort in the
preparation and organization of the lesson. It may also disappoint the type of learners who prefer
traditional ways of teaching where the teacher presents and explains the rules.
DEDUCTIVE
- Teaching grammar deductively is teacher-centered. Grammar rules are explained to the learners and
then tested. There are advantages and disadvantages to deductive grammar teaching.

- To start with, this type of teaching is time-saving and straightforward. It is easier for the teacher to
present and explain a rule and ask the learners to apply it than to elicit it from them. This can also be
appealing to many adult learners who prefer analytical learning to discovery approaches. The
deductive reasoning, however, can pose many problems to young learners who are not equipped
enough with the appropriate metalanguage. Consequently, rule-driven teaching and grammar
explanations may confuse and demotivate them.

PRESENTATION-PRACTICE-PRODUCTION (PPP) MODELS

A structured three-stage sequence:

A. PRESENTATION STAGE
- In the presentation stage, the new grammar rule or structure is introduced, usually through a text, a
dialogue, or a story that includes the structure.

- The students listen to the text or read it out loud. The main purpose of this stage is to help students
become familiar with the new grammatical structure and keep it in their short-term memory (Ur,
1988).

B. A PRACTICE STAGE
- In this stage, students are given various kinds of written and spoken exercises to repeat,
manipulate, or reproduce the new forms.

- The practice stage usually begins with controlled practices that focus learners’ attention on specific
structures and then moves to less controlled practices with more open-ended activities.

- The aim of the practice stage is to help students gain control of the knowledge introduced in the
presentation stage, to take it in, and to move it from their short-term memory to their long-term
memory (Ur, 1988).

c. A PRODUCTION STAGE
- In the production stage, learners are encouraged to use the rules they have learned in the
presentation and practice stages more freely and in more communicative activities.

- The aim of this last stage is to fully master the new form by enabling learners to internalize the
rules and use them automatically and spontaneously.

PRESENTATION
Present continuous
- Can any body tell me what Jim is doing?
- What is Mary doing?

PRACTICE
- Repetition in chorus or individually
PRODUCTION
- Describe an ongoing activity

CRITICISM (PPP)
- While there is substantial evidence that grammar instruction results in learning as measured by
discrete-point language tests (e.g., the grammar test in the TOEFL), there is much less evidence to
show that it leads to the kind of learning that enables learners to perform the targeted form in free
oral production (e.g., in a communicative task).

- Where syntax is concerned, research has demonstrated that learners rarely, if ever, move from zero
to targetlike mastery of new items in one step. Both naturalistic and classroom learners pass through
fixed developmental sequences in word order, negation, questions, relative clauses, and so on—
sequences which have to include often quite lengthy stages of nontargetlike use of forms as well as
use of nontargetlike forms.

- Besides practice, language acquisition processes appear to be governed by many psychological

constraints (Pienemann, 1998).

COMMUNICATIVE APPROACH
- the aim of language learning as acquiring communicative ability, that is, the ability to use and
interpret meaning in real-life communication (Widdowson, 1978)

- It is not simply learning formal grammatical rules and structures linguistic competence (i.e.,
knowledge of grammar rules) and communicative competence (i.e., knowledge of language use and
the ability to use language)no established instructional procedures notional-functional curriculums,
the procedural, process-based syllabuses, content-based and immersion models, task-based
instruction

INTEGRATIVE APPROACHES
- Recent research in second language acquisition (SLA), however, has led to a reconsideration of the
importance of grammar. Many researchers now believe that grammar teaching should not be ignored
in second language classrooms.

- Language teaching professionals have also become increasingly aware that grammar instruction
plays an important role in language teaching and learning. There are a number of reasons for this re-
evaluation of the role of grammar.
 THE CONTEMPORARY WORLD Module # 1

CONTEMPORARY WORLD
- Contemporary World takes an incremental approach in learning about globalization and current
events by examining the multifaceted phenomenon of modern world. Using the various disciplines of
the social sciences, it examines the economic, social, political, technological, and other
transformations that have created an increasing awareness of the interconnectedness of people and
place the globe.

- To this end, the subject provides an overview of the various debates in global governance,
development, and sustainability. Beyond exposing the students to the world outside the Philippines,
it seeks to inculcate a sense of global citizenship and global ethical responsibility.

- Furthermore, modern world is faced with every serious and urgent problems affecting all aspects of
life. We study contemporary world so that we can understand and appreciate our history and move
beyond our future.

THE GOALS OF THE CONTEMPORARY WORLD

- to help people to become interested in our present problems and issues in our society today.

- We must also develop all the competencies they need and knowledge concerns.

- We need to become aware of our oles and responsibilities that they need to play in our society and
for the next generation.

GLOBALIZATION
- Globalization, or globalisation, is the process of interaction and integration among people,
companies, and governments worldwide. - Globalization has accelerated since the 18th century due
to advances in transportation and communication technology.