Module in

Linguistics
Prepared by: Ana Mae S. Egaran
Bsed English 1-A

Submitted to: Ma. Salome R. Magbanua

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 CHAPTER I
THE HUMAN LANGUAGE

Module Introduction/ Rationale

This module discusses the complex nature of language and issues that pave to the
understanding of language, mind, thoughts and ideas which are useful for everyday life.
Module outcomes
The goal of this module is to provide the fundamentals of human language such as
its characteristics, features as well as its significance to English language learning.
Apply

Instructions: Accomplish the following tasks. If you have connectivity, submit the
task via messenger of the class, if you have issues about connectivity, talk to me.

1. Look for one definition of language from renowned linguists and copy it in your
portfolio notebook. Cite your source.

Language is a system of arbitrary

vocal symbols by means of which a
social group cooperates.

https:///www.britannica.com

2. Write your own definition or viewpoints about language.

For me, Language means a powerful tool for

communication, expression, and the sharing of thoughts
and ideas.

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 3. Create one unique, catchy quotation about language.

Assess

Instructions: Read the following concepts about language. Tell whether you agree
or disagree with the statements. Write your answers in your activity notebook or send
via messenger.

1. Language has its evolution and changes through time brought about by the
innovating factors introduced by individual deviations of the mass people.
 Agree: Language indeed evolves over time due to various factors,
including individual deviations and innovations introduced by the
masses.
2. Language is very different from the communication systems that other form of life
possess.
 Agree: Language is distinct from communication systems in other
forms of life, showcasing unique complexity and versatility.
3. Each language contains a system of sounds and a system of meanings.
 Agree: Each language encompasses a system of sounds and
meanings, forming the basis for communication and expression.
4. The language of chemistry, mathematics and even music is at times difficult to
decipher to someone who has no interest in such field of study.
 Agree: Specialized languages in fields like chemistry, mathematics,
and music can be challenging for those uninterested or unfamiliar
with the perspective fields.
5. The primary medium of language is sound, and it is sound for all languages, no
matter how their writing systems are well developed.
 Agree: The primary medium of language is sound, a commonality
across languages, even when their writing systems vary in
complexity.

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 CHAPTER I

LESSON 2
Learning Outcomes: At the end of the lesson, the students must have:
1. identified the different characteristics of language;
2. discussed the features of each characteristic of language;
3. cited examples concerning local or national language issues; and
4. shown interest and eagerness in learning the characteristics of language.

Apply

Instructions: Create at least two situations highlighting any of the characteristics of

language. You may make use of a comic strip, a dialogue or a simple illustration to
clarify your point.

SCENE 1 SCENE 2

The Evolution of Slang The Power of Silence

Panel 1: Two characters, Aya and Bee, Panel 1: Two characters, Bea and Tri,
talking. sitting in a park, not saying anything.

Aya: “Hey, have you notice how language Bea: (smiles)

has changed lately?” Tri: (nods in response)
Bee: “Yeah, it’s like a whole new
vocabulary is emerging.” Panel 2: No speech bubbles, just
expressions and body language.
Panel 2: A few examples of slang
words in speech bubbles. Bea: (looks at the sky with wonder)
Tri: (shares a knowing glance)
Aya: “People are so creative with words
these days.”
Bee: “True, it’s like language has its own
evolution, adapting to the times.”

Assess

Instructions: Think at least two examples of utterances/words in English, Filipino or

Hiligaynon where the expressive function is more prominent than its communicative
function. Write your answers below.

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Utterance 1
English – “Oh no!”
Expresses a sense of concern, dismay
or disappointment. While it does
convey a reaction to a situation, the
primary emphasis is on the speaker’s
emotional response rather than
providing detailed information.
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Utterance 2
Filipino – “Grabe!”
Often used to express a strong
emotion such as surprise, shock,
or disbelief. While it can convey
the intensity of the speaker’s
feelings, the communicative
function may be limited to the
general context rather than
specific details.
 CHAPTER I

LESSON 3
Learning Outcomes: At the end of the lesson, the learners must have:
1. Identified the design features of language;
2. given examples to clarify the design features of language; and
3. created sample words, ideas, or sentences that suit to the design features of
language.

Apply

Instructions: Recall the different design features of language. Choose only three
features of language and provide its distinct characteristics to better clarify each
feature. You may refer to the matrix below when accomplishing the task.

Design Features of Language Examples

1. Arbitrariness The word “dog” in English has no inherent
connection to the furry, four legged
animal it represents. Different languages
use different words (“chien” in French,
“perro” in Spanish) to convey the same
meaning.
2. Discreteness The word “chat” consists of discrete
sounds /ch/, /a/, and /t/. Similarly, a
sentence is composed of discrete words,
each contributing to the overall meaning.
3. Productivity A speaker can create a novel sentence
like “Purple elephants dance gracefully
under the moon,” even though this exact
combination of words may not have been
heard before. Productivity enables the
constant evolution and expansions of
language.

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Assess

Instructions: Identify the Design Features of Language as described in the following

sentences. Write your answers in the box.

1. Speaking/hearing is the mode humans 1. Vocal-auditory channel

use for language.
2. Listeners perceive the direction from which 2. Broadcast transmission
the sounds are coming. - When humans speak, and directional
sounds are transmitted reception.
3. Refers to the idea of quality of language. 3. Transitoriness
Language sounds exist for only a brief period of
time, after which they are no longer perceived.
4. Interchangeability
4. Refers to the idea that humans can give and
receive identical linguistic signals.
5. Speakers of a language can hear their 5. Total feedback
own speech and can control and modify what they
are saying as they say it.
6. The purpose of linguistic signals is communication 6. Specialization
and not some other biological function
7. There is no intrinsic or logical connection between 7. Semanticity
a sound form(signal) and its meaning.
8. Linguistic representations can be broken down 8. Duality of patterning
into small discrete units which combine with each
other in rule- governed ways.
9. Humans can talk about things that are not 9. Displacement
Physically present or that do not even exist.
10. Language –users can create and understand 10. Productivity
novel utterances .Humans are able to produce
an unlimited amount of utterances.

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 CHAPTER 2

DEFINITION, IMPORTANCE AND BRIEF HISTORY OF

LINGUISTICS

Module Introduction/Rationale
This module presents the varied definitions of linguistics from renowned linguists and
how it relates to other linguistic areas as well as undercovers the history and its
importance.
Module Outcomes
This module aims to equip students with a background knowledge about linguistics, its
history and importance and use this knowledge for writing or discussion.
Assess

Instructions: Read carefully and answer the following;

I. Provide the importance of Linguistics. You may provide other importance not
mentioned from the lesson.

Provide historical
comprehend the

origins can help

context to word
students better
language.
identify the origins of
saying and phrases.

between people,
communication
Helps students

contributing to
translation. analyzing discourse,

WHAT ARE THE

Improves

IMPORTANCE OF
LINGUISTICS?
language use in
communication

rhetoric, and

Essential in
media and
studies.
5

II. Define the following important terms using your own words.

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a. Linguist means an individual who specializes in the scientific study of
language. This professional explores the intricacies of language structure,
usage, and evolution, employing analytical skills to understand linguistic
phenomena across various cultures and
contexts._______________________________________________________
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b. Linguistics means an academic discipline dedicated to the systematic study of

language. It encompasses the examination of language structure, meaning,
usage, and evolution across different linguistic systems.
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 CHAPTER 2
Lesson 2

Learning Outcomes: At the end of the lesson, the students must have:
1. identified the different communicative competencies;
2. cited specific situations depicting the different areas of competencies;
and
3. displayed sense of responsibility in the use of the competencies.
Apply

Instructions: Recall at least three of your experiences in using a language and

assess whether it showcases competence or performance.
LANGUAGE COMPETENCE VS LANGUAGE PERFORMANCE
1. “Giving a Prepared Presentation”
Demonstrated linguistic competence Despite being well-prepared, nervousness
by carefully structuring my presen- affected my performance. This was evident
tation, using appropriate vocabulary, in moments of hesitation and slightly
and adhering to grammatical rules. altered intonation. Performance aspects
My understanding of the subject matter were influenced by external factors,
and effective communication showcased impacting the overall delivery.
linguistic competence.

2. “Casual Conversation with Friends

Engaging in a casual conversation, I
Showcased linguistics competence by
using colloquial expressions,
understanding conversational dynamics,
and adapting my language to the social
context. Competence was reflected in
my ease of communication.
The relaxed setting contributed to a
smoother performance, where fluency and
expression were less hindered. Performance
aspects aligned well with competence,
contributing to effective and enjoyable
communication.

3. “Writing a Research Paper”

Crafting a research paper required
linguistic competence in terms of
academic language use, proper
citation, and conveying complex ideas
coherently. Demonstrating a clear
understanding of the subject matter
showcased linguistic competence.
Despite competence, external factors like
time constraints influenced performance.
The pressure to meet the deadlines
occasionally led to minor errors or less
polished sentences. Performance aspects
were influenced by practical constraints.

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Assess

Instructions: Choose from the options which Communicative Competence Area

is described by the following statements. Write only the letter of your choice.
(a. Linguistic Competence b. Sociolinguistic Competence c. Strategic Competence d.
Discourse Competence e.Syntax f. Semantics g. Morphology h. Phonology i.
Grammar

_B_1. This involves knowing how to use and respond to language appropriately, given
the setting, the topic, and the relationships among the people communicating.
_A_2. This involves knowing how to use grammar, syntax, and vocabulary of a
language.
_D_3. This involves knowing how to interpret the larger context and how to construct
longer stretches of language so that the parts make up a coherent whole.
_C_4. This involves knowing how to recognize and repair communication breakdowns,
how to work around gaps in one’s knowledge of the language, and how to learn more
about the language and in the context.
_F_5. The primary concern of this linguistic area includes describing and observing
changes in particular language
_B_6. This focuses the study of the social side of languages.
_I_7. This studies both the rules and principles of languages.
_C_8. The art of persuasive or effective speaking or writing.
_D_9. Sentences cohere in logical order.
_H_10. The study of the sounds of language.
_E_11. The proper order of words in a sentence.
_F_12.The words and their meanings.
_G_13. The study of the structure of words and to form it into a new one.

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 CHAPTER III
KINDS OF LINGUISTICS

Module Introduction/ Rationale

This module introduces the different disciplines of linguistics and its nature,
concepts and applications to education for use especially among students of language.
Module Outcomes
This module aims to provide students with an overview of the varied disciplines of
linguistics to be able to sparkle curiosity about the discipline for use both in spoken
and writing communication.
Lesson Title
Nature of Descriptive Linguistics
Learning Outcomes: At the end of the lesson, the students must have
1.explained descriptive linguistics and its basic components
2.accomplished the exercises on descriptive linguistic concepts
3. responded to learning about language which may have affected them
directly or indirectly

Apply

Instructions; Answer the following question

1. Why is the study of descriptive

linguistics significant ? Cite specific
points to prove your answer.

The study of descriptive linguistics is significant because it provides a systematic

analysis and documentation of how languages function. It helps linguists and language
learners understand the structure, rules, and variations within a language. Descriptive
linguistics contributes to language preservation, aids in language teaching
methodologies, and forms the foundation for other linguistic studies, fostering a deeper
comprehension of human communication and cultural diversity.
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 2. What do you remember about your
school experience learning
grammar and the language itself?

I learned to identify nouns, verbs, adjectives, and other elements of sentences.

Diagraming sentences was a common exercise to visualize grammatical structures.
Writing assignments and grammar exercises helped reinforce these concepts. Reading
literature also played a crucial role in developing language skills, exposing me to
various writing styles and vocabulary. Overall, the combination of theory, practice, and
exposure contributed to a comprehensive learning experience.

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c. Look at the following . Provide a better version of the signage.

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 1. 2.

EMPLOYEES MUST WASH THEIR CAUTION: HOT AREA, CHILDREN

HANDS BEFORE LEAVING AGED 10 AND UNDER MUST BE
SUPERVISED BY AN ADULT.

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Assess

Instructions: Discuss the salient features of Descriptive Linguistics by enumerating its

distinct forms. You may search from other sources.

Descriptive Linguistics Salient features

1.Phonetics and Phonology Examining speech sounds (phonetics)

and their organization in a language
(phonology).

2. Syntax Investigating sentence structure and the

arrangement of words to form
grammatically correct phrases and
sentences.

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 CHAPTER 3

LESSON 2

Learning Outcomes: At the end of the lesson, the learners must have
1.discussed the functions of grammar in language teaching;
2. expressed through suitable discourse; and
3. analyzed grammatical structure of sentences.

Apply

Instructions: Read the following signage and revise them to be structurally correct.

1. WE’RE OPEN
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2. IT’S NOT TOO LATE TO FILE YOUR TAXES!

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3. TOILET ONLY FOR DISABLED, ELDERLY, PREGANT, OR
CHILDREN.__________________________________________________________
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Assess

Instructions: Distinguish each of the following terminologies by providing its specific

characteristics, then provide example to show your point. You may refer to other
sources for your answers. Don’t forget to cite your source.

GRAMMAR USAGE SYNTAX

Grammar refers to the
rules and structures
governing the use of a
language, encompassing
syntax, morphology,
semantics, and phonology.
Examples: In English, the
rule of subject-verb
agreement is a
grammatical principle. For
instance, “He walks”
follows grammatical rules,
while “He walk” would be
considered grammatically
incorrect.
Usage pertains to the way
words and phrases are
employed in a particular
context, taking into
account style,
appropriateness, and
conventions.
Example: The usage of
“affect” and “effect” can be
tricky. Correct usage might
be, “The new policy will
affect (influence) the
company’s profits,” and
“The effect (result) was
noticeable immediately.
Syntax deals with the
arrangement of words to
create well-formed
sentences in a language. It
involves sentence
structure and the
relationship between
words.
Example: In English
syntax, a basic sentence
follows the Subject-verb-
Object (SVO) structure.
For instance, “The cat
(subject) chased (verb) the
mouse (object)” adheres to
syntactic rules.

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 CHAPTER III

LESSON 3

Learning Outcomes: At the end of the lesson, the learners must have:
1. discussed the characteristics of words, non –sentence and sentences;
2. constructed utterances meaningfully in a discourse; and
3. performed exercises that require for word and sentence construction.
Apply

How Do I Love Thee?

by
Elizabeth Barret Browning

How do I love thee

Let me count the ways
I love thee to the depth and breadth and height
My soul can reach when feeling out of sight
For the ends of Being ideal and Grace.
I love thee to the level of everyday
Most quiet need, by sun and candlelight
I love thee freely, as men strive for Right;
I love thee purely, as they turn from praise
I love thee with the passion put to use
In my old grief, and with my childhood’s faith
I love thee with the love I seemed to lose
With my lost saints – I love thee with the breath,
Smiles, tears, of all my life! – and if God choose,
I shall but love thee better after death.

1. Read the poem aloud expressively.

2. What can you say about the words that made up the poem?
 The words that make up the poem “How Do I Love Thee?” by Elizabeth
Barrett Browning are carefully chosen, reflecting a deliberate and
eloquent use of language. The poet employs a combination of classic
and heartfelt expressions to convey the depth and intensity of love.

3. What emotions are prevalent as you read the poem?

 As I read the poem, prevalent emotions include profound love, passion,
devotion, and a sense of eternity. The poet expresses love in various
dimensions, from the everyday and mundane to the ideal and spiritual.

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 A. Compare the following and discuss the implications of each.

Assess

SENTENCE OR NOT? YOU DECIDE! The

create a meaningful sentence for those non-
sentence.

SENTENCE OR NOT REVISION

ITEMS
1. 'Went to the The item is a sentence
store.

2. 'Ran into the The item is a sentence

woods.'

3. 'Ate three plates The item is a sentence

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 of nachos.'

4. 'The deer ran into The item is a sentence

the woods

5. 'Sixteen chubby The item is a not Sixteen chubby

chickens.' sentence chickens clucked and
scratched in the dusty
farmyard.

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 CHAPTER IV
APPLIED LINGUISTICS
LESSON 1
Module Introduction/Rationale:

One important interdisciplinary field which identifies, investigates, and offers solutions
to language-related real-life problems is Applied linguistics . Applied linguists have been
concerned with developing the most effective programs possible to help learners
develop literacy in the languages which they will need for survival and for occupational
purposes.
Module Outcomes:
This module focuses on areas of concerns which involve diverse students in
developing effective tools, interventions and programs as well as in determining
appropriate tools to better equip learners of language necessary knowledge and
expertise.
Learning Outcomes: At the end of the lesson, the students must have
1. discussed the concepts of Applied linguistics;
2. determined the varied uses of applied linguistics in language leaning and
teaching;
3. created a sample intervention from the identified language problem.

APPLY

Ponder on the following statement/ questions and be able to reflect on its implications
to you as prospective English Teacher.

1. Inquire from an 2. If the teacher is to 3. In what order should

experienced teacher be the most the language skill
via chat, messenger important and the activities be
or text and let most effective force introduced in the
him/her define in language language learning
his/her major teaching, what does situation? Listening,
source of difficulty in this imply about the speaking, reading,
learning the teacher’s reading, writing?
language . knowledge and What is the reason
preparation? for this order?

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Discussing language
learning difficulties can
help uncover student
challenges and address
those challenges in the
classroom.
This fosters empathy and
continuous learning.
The ultimate language
learning catalyst requires a
comprehensive knowledge
of the English language:
grammar, vocabulary,
syntax, and all the fine-
tuned nuances.
But knowledge alone is
not enough.
Mastering different
teaching methods,
leveraging technology, and
understanding student
needs and learning styles
are equally important to
creating a supportive and
effective learning
environment.
Follow the natural learning
process: Listen, speak,
read, write.
The emphasis is on
understanding and
communication rather than
formal writing.
Listening forms the
foundation, speaking
builds on it, and reading
and writing consolidate
and express the
knowledge acquired.
Remember to integrate all
skills for a holistic
experience, differentiate
activities, and make
learning exciting.

ASSESS

Instructions: Do the following tasks.

A.1. What are the four linguistics skills?

a.Listening
b.Speaking
c.Writing
d.Reading

2. How should these linguistic skills be developed in specific order?

_Listening__, ___Speaking____,___Writing__,__Reading
1 2 3 4

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 3. Applied Linguistics involve solving some language –related problem or
addressing some language –related issues. Identify one problem and propose
an intervention to minimize if not solved totally the problem. You may refer to
varied sources Follow the format below.

Rationale/Introduction:Adult English learners often face motivation issues. Balancing

work, family, and study can be exhausting, leading to disengagement and ultimately
hindering progress. This can be especially harmful to beginners who need to make
continuous efforts to master basic skills.

Language problem/issue Identified Low Motivation in Adult English Learners

Proposed Intervention Implementing a gamified blended learning approach

Process (Specific steps to be undertaken by you)

Game Design: Develop a points-based online platform with game mechanics like
badges, quests, leaderboards, and collaborative challenges.

Blended Learning Model: Combine online modules with interactive physical sessions.
Online modules cater to individual learning pace and offer gamified activities for
grammar, vocabulary, and pronunciation.

Physical sessions focus on communication practice, collaborative tasks, and real-world

application through role-playing, simulations, and projects. Celebrate achievements and
address challenges to maintain learner motivation. Collaboration and peer-to-peer
learning can boost motivation and provide a sense of belonging.

Continuous Improvement: Track learner progress and engagement, iterate on the game
design and content based on feedback, and introduce new challenges to maintain long-
term engagement.

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 CHAPTER 4
LESSON 2
Total Physical Response Method, The Communicative Approach, Foreign Language
Teaching

Learning Outcomes: At the end of the lesson, the students must have:
1. discussed the Total Physical Approach, Communicative
Approach, and Foreign Language Teaching; and
2. reflected on the application of these in the teaching profession
as prospective language teachers.

Apply

Answer the following questions concisely in your activity notebook.

1. In what ways would you consider yourself as an expert language teacher in the
future?

In the future, I would like to consider myself an experienced language expert, thanks
not only to my deep understanding of language and pedagogy, but also to my ability to
connect with individual learners and inspire them in the learning process.
I'm thinking of becoming a teacher.
I will be a master weaver who creates curriculum that is customized, engaging, caters
to a variety of learning styles, and sparks curiosity.
My expertise lies in creating nurturing and inclusive environments where failure is a
springboard, celebration fuels progress, and collaboration unlocks potential.
My greatest satisfaction is witnessing my students emerge as confident
communicators, empowered to navigate the world through the transformative lens of
language.

2. As a foreign language teacher delivering your lessons, which from the list could
be the most needed factor to have a successful foreign language teaching ?
Explain.
1. Attitude towards the language
2. Enthusiasm and dynamism
3. Knowledge of the subject matter

Although all of the factors listed are important, attitude towards language is perhaps the
most important for successful foreign language teaching.
Students feel the passion of their teachers and are more likely to embrace the challenge
of learning a new language.
Attitude influences learning strategies: Students with positive attitudes are more likely to
experiment, take risks, and overcome challenges.
Attitudes shape the learning environment: Teachers with positive attitudes toward

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language provide a supportive and encouraging classroom environment.
You can make the process more engaging and effective, but ultimately it is the students'
own attitudes toward the language that motivate them and determine their success.
Focusing on language learning, celebrating even the smallest successes and providing
ample opportunities for meaningful communication.
In summary, although all the factors listed play a role, a teacher's positive attitude
toward the language is the most important factor in successful foreign language
teaching, acting as a powerful catalyst for student motivation and engagement.

Assess

Instructions: Provide five important features of each of the mentioned language

strategy.

Communicative Foreign Language

Total Physical Response
Approach Teaching
1. Emphasis on Action 1. Focus on real world 1. Cultural Awareness
2. Pre- Performance experience 2. Flexible Methods
Comprehension 2. Learner centered 3. Assesment Alignment
3. Multiple Skill 3. Authentic Materials 4. Motivating and
Development 4. Task Based Learning engaging
4. Engaging and 5. Error Tolerance 5. Integrating
interactive Technology
5. Available to a variety
of learner

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 MODULE V
PSYCHOLINGUISTICS

Module Introduction/Rationale
Psycholinguistics is the discipline that investigates and describes the psychological
processes that make it possible for humans to master and use language as well as
uncover how individuals of all ages comprehend and produce language. The
acquisition, comprehension, and production of language have been at the core of
psycholinguistic to discover if language as we know is indeed a uniquely human
phenomenon.
Module Outcomes:
This module specifically studies the complex processes in human mind, and
mechanisms involved in In the first language acquisition, creativity in the production and
perception of utterance and text, language and communicative competencies.
Learning Outcomes: At the end of the lesson, the learners must have:
1. discussed the nature of psycholinguistics as important discipline;
2. pointed out the general roles of psycholinguistics in language
acquisition; and
3. applied in the written discourses creativity in writing and in language.

Apply

Instructions: Look at the image. What can you say about the relationship of
comprehension, acquisition, and language production to psycholinguistics?. Explain
substantially.

Source: https://www.thoughtco.com/psycholinguistics-1691700

This image nicely captures the central theme of psycholinguistics: understanding the
mental processes involved in language.

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This includes how we understand language (comprehension), how we learn language
(acquisition), and how we produce language (production).
Comprehension: Psycholinguistics investigates the mental mechanisms underlying how
we understand spoken and written language.
The image's gears can represent the various cognitive processes working together to
achieve comprehension.
This includes understanding the factors that influence language learning, such as
exposure, motivation, and individual differences.
3. Production: Psycholinguistics also explores how we produce language, both in
spoken and written forms.
The image's gears can again represent the mental machinery involved in language
production, ensuring smooth and efficient communication.
For example, our understanding of language (comprehension) guides our language
learning (acquisition), and the language we learn shapes how we produce language
(production).__

Assess

I. Instructions: Fill out the illustration with the concepts of Psycholinguistics.

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 Language Comprehension
1

Language Acquisition
4 Psycholinguistics Language Production
2

Neurobiology
3 of
Language

II. Instructions: Choose the correct answer from the choices.

1. Psycholinguistics or psychology of language is the study of the

psychological and neurological factors that enable humans to acquire, use,
and understand language. (True, False)
2. Which of the following does not belong to the group?
(language acquisition language comprehension language production
language origin)
3. It is the study of the patterns which dictate how words are combined to
form sentences. (Morphology Phonology Pragmatics Syntax)
4. This concerns with the study of speech sounds.
(Morphology, Phonology, Pragmatics, Syntax)
5.It is the study of word structures, especially the relationships between
related words.
(Morphology Phonology Pragmatics Syntax)
6.This deals with the meaning of words and sentences.
(Morphology, Phonology Pragmatics Semantics)
7. Language is used by humans for communication.
Language is arbitrary. Language is social.
Language is symbolic. Language is vocal.

8.Language consists of various sound symbols to denote some objects,

occurrence or meanings.

Language is arbitrary. Language is social.

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 Language is symbolic. Language is vocal

9. All languages have their system of arrangement.

Language is arbitrary. Language is systematic.
Language is symbolic. Language is vocal.

10. Language and culture and social interaction are the two factors affecting the
cognitive development of a person according to _______.
Chomsky Vgotsky Mansky

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 CHAPTER 5
LESSON 2

Learning Outcomes: At the end of the lesson, the students must have:

1. demonstrated creativity in language and writing in the outputs;

2. explained the importance of creativity for language teachers; and
3. presented sample outputs where creativity in language and writing is
shown.

Apply

Let’s try for more creative writing! Scribble your thoughts to develop a write up on the
topic:

1. The Art of Teaching: Tougher than the Art of War

 In the vast battlefield of knowledge, where minds are the battlegrounds
and ideas clash like opposing armies, the art of teaching emerges as a
force mightier and more intricate than the ancient art of war. The
classroom, a theater of intellectual combat, becomes the canvas where
educators wield their weapons of inspiration and guidance. In the Art of
Teaching, the arsenal includes not swords and shields, but patience and
passion. A teacher, a modern-day strategist, navigates through the
complexities of young minds, adapting tactics to each student’s unique
terrain. Like a skilled general, they must discern when to advance with
new concepts, when to hold ground for reinforcement, and when to
tactfully retreat revisit foundational
knowledge.__________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________

1. Describe your house to be featured for a house brochure

 Discover modern elegance I this two story residence, featuring an open

concept living space flooded with natural light. The sleek kitchen is a
culinary haven, and the bedrooms offer a serene retreat. Step outside to a
private backyard oasis, complete with a deck for al fresco living. With
smart home features seamlessly integrated, this is the epitome of stylish
and functional living. Welcome home.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

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 _________

Assess
Instructions: Answer the following questions:
1. Creativity means tapping into one’s imaginative and artistic abilities to express
ideas in unique and original ways. It involves breaking away from conventional
thinking and allowing one’s creative energy to flow freely, resulting in outputs the
reflect individuality and innovation.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________.

2. The link between creativity and intelligence could be likened to a dynamic dance,
where intelligence provides the foundation, and creativity adds the flair and
uniqueness. It’s akin to a synergistic relationship, with intelligence laying the
groundwork of knowledge and understanding, while creativity induses vitality,
innovation, and originality into the intellectual
landscape.________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_________________________________________.

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 MODULE VI
SOCIOLINGUISTICS

Module Introduction/Rationale:

This module examines all aspects of the relationship between language and
society where languages are used for distinct functions, including the reasons and
grammatical constraints exploring social reasons for variation and change, and attitudes
to different varieties of language.

Module Outcomes:

This module aims to explore how individuals are concerned with the applications
of sociolinguistic in areas such as language teaching and learning, language policy
development, and the use of language in appropriate contexts.
Learning Outcomes: At the end of the lesson, the students must have:
1. discussed the nature of sociolinguistics,
2. provided examples to show how sociolinguistics works on
language and social context; and
3. exhibited interest in putting into application what were learned.

Apply

Instructions: Read the poem aloud and answer the questions that follow.

1. What does the poem intend to tell us about English?

2. Can you point out reasons why English is hard to learn?

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1. What does the poem intend to tell us about English?
 The poem humorously illustrates the idiosyncrasies and irregularities in the
English language, particularly focusing on the challenges posed by pluralization
and pronunciation. It playfully points out the inconsistencies in forming plurals
and the unconventional nature of certain words, highlighting the complexity that
learners may find perplexing.
2. Can you point out reasons why English is hard to learn?
 English language presents challenges for learners due to irregularities in plurals,
pronunciation, and word forms, and its diverse influences, making it difficult for
non-native speakers to predict patterns.

Instructions: Answer the question concisely. Be able to cite specific examples.

Define using your own words sociolinguistics, language variation, and language attitude.
 Sociolinguistics is the study of how language and society interact, examining the
ways in which social factors influence language use and communication patterns.
 Language variation refers to the differences and changes that occur in language,
both within and among different groups of speakers. This can include variations
in pronunciation, vocabulary, and grammar.
 Language attitude involves the feelings, opinions, and evaluations people have
towards different languages or dialects. It explores the social perceptions and
biases associated with linguistic diversity.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________

Assess

Instructions: Read the following statements. Choose the correct answer from the
following options.

1. What is defined as the study of language and how it is affected by region,

social class, relationship, and even gender? SOCIOLINGUISTICS
Morphology phonology historical linguistics descriptive linguistics sociolinguistics
2. The cultural and social patterns of speech variation within a culture are
known as a culture's ETHONGRAPHY_____________.
Phonology Phonemes Morphology Ethnography Norms

3. A person who speaks three languages fluently is most properly referred to by which

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of these terms? MULTILINGUAL
Multilingual Extra lingual Magna lingual Bilingual
4. Which of the following would NOT be considered a part of sociolinguistics?
The study of socioeconomic and/or political power factors and their influence on
language change.
The study of the attitudes of people towards certain speech characteristics
The study of the sounds in spoken language
The general perception of a dialect within a society
5. To what does the term "lingua franca" refer?
Speaking French
A dialect spoken in the Franconian region of Germany
Speaking bluntly or directly
A shared language primarily used for business, education or political
reasons.

MODULES VI
LESSON 2

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 SLANG WORDS, SEXISM AND LINGUISTIC OFFENSES AND PREJUDICED

Learning Outcomes: At the end of the lesson, the students must have:
1. distinguished slang , language sexism, and linguistic offenses and prejudiced;
and
2. applied responsibly slang, sexism and linguistic offenses in varied discourses.

Apply

Look in the dictionary or other sources five more examples of slang, sexism, and
prejudiced expressions.

SLANG SEXISM PREJUDICED

1. Lit 1. Man up 1. That’s so gay
2. Salty 2. Manning the fort 2. Gyp
3.Squad 3. Ladylike 3. Indian giver
4.Flex 4. He throws like a girl 4. Crazy or insane
5.Chillax 5. She’s so emotional 5. Grandfathered in

Assess

Matching Type: Read the following phrases in column A and match its appropriate
descriptions in column B.

Column A Colum B

1.Domestic helper a. The expression denoting One who lost his hearing
ability is not deaf
2.Economically b. One who goes abroad and does the household
marginalized chores
c. Being poor
3.Differently abled d. Similar to someone suffering from terminal cancer
4. Differently sized e. Being fat or obese
5.Terminally
Inconvenienced

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 MODULE VII
LESSON 1
HISTORICAL/COMPARATIVE LINGUISTICS

MODULE INTRODUCTION/RATIONALE
As society and knowledge shift and grow, so, too, does communication. "Historical
linguistics studies the nature and causes of language change. Language borrowing is
another important source of language change. Historical-Comparative Linguistics
studies languages that are related to each other through regular similarities in inflection,
word formation, syntax, and vocabulary. The comparison between these languages
results in information about their history, prehistory, and the origin.

MODULE OUTCOMES
This module explores the nature of historical and comparative linguistics and applied
through varied forms the concepts learned.

Learning Outcomes: At the end of the lesson, the students must have:
1. discussed the nature of historical and comparative linguistics;
2. answered exercises and implications for awareness; and
3. applied via writing discourse the concepts learned.

Apply

Instructions: Read the following vulgar in language as part of society and culture.
After which, try to look for a vulgar terms in the mother tongue and provide its English
equivalent.

SPANISH WORDS/PHRASES ENGLSIH

1. Mierda Damn it
2. Que vaya a la chingada Go to Hell
3. Pinche caca Bullshit
4. Que carbon esta You Jerk.
5. Dejame solito Leave me alone

FRENCH ENGLISH

1. Arret Stop
2. C’est fou It’s Crazy
3. Merde alors! Damn

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 FILIPNO ENGLISH

1. Nakakabato You’re a bore

2. Magdusa ka Get lost
3. Napakatanga mo You stupid ass

MOTHER TONGUE ENGLISH

1. Mango simo You’re stupid
2. Wala ka pulos You’re useless
3. Kalaw-ay sa imo You’re ugly
Answer briefly the question.
1. What realizations do you have after reading the examples of some vulgar words
with its equivalent meanings in other languages?
 The examples demonstrate the diverse expressions used to express
frustration, annoyance, or strong emotions across languages. It’s crucial
nuances and sensitivities, and to approach communication respectfully and
understandingly.

Assess

Instructions: Read the statement. Decide whether you agree or disagree. Justify
your answer.

I SEE NO ABSOLUTE NECESSITY WHY A

LANGUAGE SHOULD BE PERPETUALLY
CHANGING.

I agree that a language doesn’t have an absolute necessity to perpetually change.

Stability in language can preserve cultural heritage and facilitate communication over
time.. However, some evolution is natural for adaption and expression of new
ideas_________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
.

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 CHAPTER 7
LESSON 1
THE ENGLISH AND SPANISH LANGUAGE

Learning Outcomes: At the end of the lesson, the students must have:
1. compared the English and Spanish language;
2. used appropriately the English words and Spanish words in context;
3. created a brief conversation of translation English to Spanish
language.

Apply

Instructions: Create an illustration/infographics containing One English word which

is commonly misused. Refer to the example below.

Assess

Instructions: Choose the correct answer from the given options.

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 1. How was _____ weekend ladies and gentlemen? (your, you're)
2. Are you ready ______ take ______ test over commonly misused words? (to,
too, two, your, you're)
3. According to the United States Constitution, the president cannot _____ a gift
from a leader of another country without the approval of Congress.
(Accept except)
4. I _____ spoke with Leah about watering our plants while we’re out of town, so
you don’t need to call her. (all ready , already)
5. The _____ on Chile’s Pacific coast is one of the driest regions on Earth. It can
go decades without receiving any rainfall. (Dessert desert)
6. The gallery was crowded, but it was also _____. (Quite quiet)
7. What _____ would a higher global temperature have on arctic animals like
polar bears and seals? (Affect effect)
8. She was confident that he would (exceed, accede) to her request.

1. The new décor (complimented, complemented) the company's new direction.

2. I would (advice, advise) you to say nothing.

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 CHAPTER VIII
BRANCH OF LINGUISTICS

Module Introduction/Rationale:
Linguistics as an academic discipline offers basics and general studies in
phonetics, phonology, morphology, and syntax, and may introduce semantics or
sociolinguistics. These areas are important and worth developing technically as a
major of English and soon teaching English to speakers of languages. Being good at
grammar in general is most likely the best chance to make deeper connections to
language .
Module Outcomes:
This module highlights the essential points of learning the varied branches of
linguistics focusing on phonetics, phonology, morphology, and syntax, and semantics.
Activities to reinforce students learnings in such areas are given to enhance students
knowledge, skills and competencies making them prepared in the real world of work
as prospective English teachers.
Learning Outcomes: At the end of the lesson, the students must have:
1. discussed the features of each branch of linguistics;
2. provided examples useful in expressions ; and
3. applied in oral and written discourses the different concepts
of the branch of linguistics

Apply

Instructions: Answer the following:

1. Why is it important to have a standardized phonetic alphabet like the

International Phonetic Alphabet?

____The International Phonetic Alphabet (IPA) is like a universal language map for
sounds. It provides a set of symbols representing all sounds found in any language,
regardless of its writing system. This makes it super helpful for comparing languages,
teaching pronunciation accurately, and documenting endangered languages. It's
basically a powerful tool for understanding, learning, and preserving languages
across the globe.
___

2. What is the difference between an allophone and a phoneme? Give three

examples each.

_Allophones: Different pronunciations of the same phoneme in different contexts.

Examples:
The "t" sound in "top" vs. "stop" - Both are allophones of the /t/ phoneme, but the
voiceless alveolar stop is aspirated in "top" and not in "stop".
The "a" sound in "cat" vs. "father" - Both are allophones of the /a/ phoneme, but the

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vowel is shortened in "cat" and open and long in "father".
The "l" sound in "milk" vs. "bell" - Both are allophones of the /l/ phoneme, but the
velarized in "milk" and alveolar in "bell".
__Phonemes:
Definition: The smallest distinctive units of sound in a language that can change the
meaning of a word.
Examples:
/p/ and /b/: "pat" vs. "bat" - Two distinct phonemes that differentiate words.
/i/ and /ɪ/: "bit" vs. "bet" - Two distinct phonemes that differentiate words.
/s/ and /z/: "sip" vs. "zip" - Two distinct phonemes that differentiate words.
_

Assess

Instructions: Answer the following tasks:

I. How many speech sounds are there in the following words? You can use
a dictionary to check your answers. Example: cat – 3; book – 3; rattle –
4.

1) porch__5__ 2) universal__4_ 3) sculptures__9__ 4) group __4__ 5) cure_4___

II. Mark stresses of the following words. Note that some words have primary
and secondary stress. If not sure, you can use a dictionary

1) Day’light 2. ‘res taurant 3. ‘day off’ 4. res’ponsible 5.

‘day-’to-’day

III. Tell which of the given words are simple and which are complex. Write your
answer after each number.

1) moody_simple 5) critical_complex_ 9) glove_simple_

13) Arabic_complex___
2) engagement_complex 6) ambulance _complex_ 10) enough_Simple__
14) discuss_simple
3) office_simple___ 7) disconnect _complex_ 11) off-duty _complex_
15) handbag_simple_
4) shoulder _simple 8) needful Complex 12) teacher __simmple_

IV. Indicate the prefixes and suffixes in the given words.

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1) implant (V)
2) preschooler (N)
3) slowly (Adv)
4) stuffing (N)
5) cooker (N)
6) controllable (Adj) 11) verbal (Adj)
7) thoughtful (Adj) 12) reschedule (V)
8) thirsty (Adj) 13) co-star (N)
9) cookie(N) 14) disobey (V)
10) underground (N) 15) cookery (N)

V. The given words can be either nouns or verbs (i.e. the process of conversion can
be applied). Find out whether the change of stress can be used to make the
distinction between some nouns and verbs.

1) work 4) convict 7) import 10) nail

2) love 5) play 8) retreat 11) record
3) imprint 6) knife 9) dust 12) outrage

VI. The words in Column B have been created from the corresponding word
in Column A. Tell what type of word formation has been used in each
case.

Column A Column B Answer

Govern government Derivation
International police Interpol Abbreviation
babysitter babysit Derivation
foot, step footstep Compounding
laboratory lab Clipping
Influenza flu Clipping
fruit, juice fruice Blend
drama dramatist Derivation
Department of Health DOH Abbreviation
Corona Virus Covid Clipping

VII. The following compounds are fully or partially idiomatic, i.e. their
meanings are not easily understood from the meanings of the constituent
parts.Try to guess their meanings and then check them in a dictionary.

1) bug-eyed __Astonished or surprised__

4) touchstone__A standard or criterion for evaluation__________________
2) tear jecker __Something emotionally touching_
5) tourist trap__A place that attracts tourists but may offer overpriced or unauthentic
experiences__

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3) Chinese whispers _Rumors or information passed through a series of people, often
resulting in distortion_

VIII. Using a dictionary, find five examples of clipping and five examples of blending
and present them to the class. Write your answers in the box.

Clipping: Exam, Gym, Ad, Prof, Vet

Blending: Brunch (breakfast + lunch), Smog (smoke + fog),
Motel (motor + hotel), Infomercial (information +
commercial), Spork (spoon + fork)

IX. Mark N If the structure is incorrect, Y if grammatically correct in each number.

.

1 The girl put. N

2.The girl put on the table. Y
3.The girl put carefully. N
4. The girl put the apples on the table. Y
5 The children took. N
6. The children took three. N
7. The children took three books. Y
8. Three books took the children. N

X. Determine what part of speech each underlined word in the given sentences
represents.

1) A woman was injured in the accident and was taken to hospital. (Noun)
2) If you commit a serious crime, you could be sent to prison. (Noun)
3) A couple were drinking tea at a table by the window. (Adverb)
4) Susan gave an amused laugh. (Verb)
5) We got there at about five o’clock. (Pronoun)

XI. Determine whether the given pairs of words represent a synonym or antonym.

1) long – short Synonim

6) lucky - fortunate Synonym
2) casual – informal Synonym
7) free - independent Synonym
3) instantly – immediately Synonym
8) promote - downgrade Antonym
4) rebellious – obedient Antonym

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9) above - below Antonym
5) give – take Antonym
10) private – public Antonym
XII. Linguists say that synonyms are never completely equivalent in their meaning.
Check the definitions of the given synonyms in a dictionary and determine their
meaning differences. Write your answers in the box.

1) look, watch, gaze, stare, scrutinize, peep

2) clever, intelligent, intellectual, brainy, smart, bright

Write answers here:

1. Look - observe; Watch - actively view; Gaze - look steadily; Stare - look fixedly;
Scrutinize - examine closely; Peep - glance quickly

2. Clever - mentally quick; Intelligent - having high mental capacity; Intellectual -

possessing intellect; Brainy - high intellectual capacity; Smart - clever and quick-
witted; Bright - quick to learn or understand

XIII. Mark the following pairs of words as homophones, homographs or

homonyms. (Check the pronunciation of the words).

1) bat (animal) – bat (wooden implement) (Homograph)

2) route (a way from one place to another) – root (the part of a
plant under the ground) (Homophones)
3) bow (to bend the top part of your body) – bow (a weapon used
for shooting arrows) (Homograph)
4) rose ( a flower) – rose (the past tense of rise) (Homograph)
5) bear (an animal) – beer ( a drink) (Homophones)
6) bear (animal) – bear (to bravely accept a difficult situation) (Homophones)
7) race (running) – race (one of the main groups that people can be
divided into) (Homograph)

XIV. There are several kinds of oppositeness of meaning. Indicate whether

the pairs of words are gradables, complementaries or converses.

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1) expensive – cheap Gradables 6) father - son Converses
2) husband – wife Complementaries 7) in - out Converses
3) soft – hard Gradables 8) buy - sell Converses
4) pretty– plain Converses 9) legal – illegal Complementaries
5) false – true Complementaries 10) deep - shallow Gradables

XV. Provide the connotations of the following words.

1.Sea - Vastness, Adventure, Mystery

2. School - Learning, Discipline, Community
3. Table - Gathering, Support, Organization
4. Candle - Light, Romance, Celebration
5. Street - Urban, Bustle, Connectivity
6. Soup - Comfort, Warmth, Nourishment
7. Train - Movement, Efficiency, Journey
8. Bear - Strength, Wildness, Endurance
9. Pencil - Precision, Creativity, Detail
10. Tears - Emotion, Sadness, Release

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 References

Campbell, L. (2013). Historical linguistics: An introduction.3rd ed. USA: Edinburgh

University Press.

CMO 75, Series of 2017

Fromkin, V. et al. (2010). Introduction to linguistics. Singapore:

Cengage Learning Asia.

ISAT U Bulletin of Information

Joseph, D., and. Janda., R. (2003). "On language, change, and language
change. " The Handbook of Historical Linguistics. 1st ed. London: Foris
Publications

Luraghi, S. and Vit, B.(2010). The Bloomsbury companion to Historical Linguistics.

London: Bloomsbury Publishing.

O'Grady, W., et al. (2009). Contemporary Linguistics: An Introduction. 6th ed.,

Bedford/St. Martin's

Rosales, R.(2015). Introduction to linguistics. Malabon City: Jimezyyville Publications

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