ENGLISH MAJORSHIP

LESSON 1: THE BASICS

THE IPA

Remember: Schwa /ə/ is used for UNSTRESSED syllables. That is what sets it apart from other vowels.

Place of Articulation:
Bilabial /p/, /b/, /m/, /w/
Labiodental /f/, /v/
Inter dental /ð/, /θ/
Alveolar /t/, /d/, /s/, /z/, /n/, /l/
Palatal /j/
Palato- alveolar /ʃ/ , /ʒ/
Velar /k/, /g/, /ŋ/
Glottal /h/
Manner of Articulation:
Plosives /p/, /b/, /t/, /d/, /k/, /g/
Fricatives /f/, /v/, /θ/, /ð/, /s/, /z/, /ʃ/, /ʒ/, /h/
Affricate /tʃ/, /dʒ/
Nasal /m/, /n/, /ŋ/
Liquid/ Lateral /l/
Approximant /w/, /r/, /j/

DEMONSTRATIVE PRONOUN vs RELATIVE PRONOUN vs DEMONSTRATIVE ADJECTIVE

Demonstrative Pronoun- used to REPLACE a noun (no noun after it)
That is my pen.

Relative Pronoun- relate subordinate clauses

The test that was taken by English majors was difficult.

Demonstrative Adjective- adjective that can be used to specifically describe the position of someone or something
That pen is mine.
VERB TENSES
SENTENCE PATTERNS
S-IV S- TV- IO- DO
Elephants travel in herds. She can buy herself flowers.

S- LV-(S)C S- TV- DO- IO

Flamingos are cute. (PA- Predicate Adjective) She bought flowers for herself.
Auntie is a teacher. (PN- Predicate Nominative)
S- TV- DO - OC
S- TV- DO We elected him president.
Mochi dropped the pot.
S- TV- DO - OP
I left my brain at home.
TYPES OF SENTENCES:
SIMPLE
Marites and Lucio are running and playing.

COMPOUND (2 independent clauses, FANBOYS)

I waited for you but you were too late.

COMPLEX (1 Independent clause, 1 Dependent clause, subordinating conjunction)

After going through so much, you finally made it.

COMPOUND COMPLEX (1 dependent clause, 2 independent clauses, subordinating conjunction, coordinating

conjunction)
While you are reviewing, your family is waiting for your success and your enemies are waiting for your failure.

LESSON 2: INTRODUCTION TO LINGUISTICS

A. MICRO-LINGUISTICS
a) PHONOLOGY- studies the system of sounds, abstract properties
Phonetics- studies the physical properties of sounds; speech sounds
b) MORPHOLOGY- studies how words are formed
c) SYNTAX- focuses on the arrangement of words and phrases to form sentences
d) SEMANTICS- study of linguistic meaning of words and sentences, “conceptual meaning”
e) PRAGMATICS- study of language meaning/use, “contextual meaning”

B. MACRO-LINGUISTICS
a) SOCIOLINGUISTICS h) APPLIED LINGUISTICS
b) PSYCHOLINGUISTICS i) CLINICAL LINGUISTICS
c) COMPUTATIONAL LINGUISTICS j) DEVELOPMENTAL LINGUISTICS
d) HISTORICAL (DIACHRONIC) k) LINGUISTIC TYPOLOGY
e) COMPARATIVE l) NEUROLINGUISTICS
f) STRUCTURAL m) ETYMOLOGY
g) BIOLINGUISTICS

MORPHEMES
A. Free Morphemes- can stand on their own (ex: future, adventure, write, create)
B. Bound Morphemes- cannot stand on their own (ex: -ism, -ous, re-, -tion)
b1. inflectional- s, es, ed, en, ing, er, ‘s, est
b2. derivational- ly, un, ness, ful, etc.
LEXICAL vs GRAMMATICAL Morphemes
LEXICAL- (content words) contain meaning of the messages
-nouns, verbs, modifiers, negation words, possessive, demonstrative pronouns, wh-words
FUNCTIONAL MORPHEMES- words in the sentence that modify meaning
-prepositions, pronouns, conjunctions, interjections, copula, auxiliary

LINGUISTIC TERMS:
Root- morph that is not further breakable or analyzable (ex: workers)
Stem- concerned with inflectional morphology (ex: workers)
Base- any form to which affixes can be attached (ex: worker, work)
Lexeme- units of lexical meaning which are related with inflections [ex: write, writes, writing, written (same lexemes)
write, unwritten (different lexemes)]

LANGUAGE VIEWS:
A. Structuralist-Language, as a system, posseses a structure that governs the aspects of every element of a whole.
-Focuses on the students’ mastery of the codes and systems of language
-consistencies, patterns and rules
-language is best described in terms of verifiable and observable data

B. Transformationalist -Language is a generative and creative process.

-Humans are naturally inventive, allowing them to creatively produce new combinations of words.
-language can be manifested in linguistic forms which are innate and universal
-Chomsky (1980): “Human language is a system for free expression of thought, essentially independent of
stimulus control, need-satisfaction or instrumental purpose.”

C. Functionalist -Language is an instrument for communication and a vehicle for expression.

-Structures can be best analyzed when referred to the functions they carry-out in a communicative context.
-Michael Halliday: “Language potentially creates not only meaning but also society, which is fully achieved when
it is used in functional communication.”
D. Interactionist -Language is a product of human desire to communicate with another.
-Vgotsky: “Language is developed through social interaction.”, “Language plays a critical role in the child’s
cognitive development.”, “Communication is the primary purpose of language”.
-Bruner: “Language is a symbolic illustration of a person’s intellectual development.”

NATURE OF LANGUAGE
A. Language is something learned.
B. Language is related to the culture of society.
C. Language is species-specific, uniformed, and unique to humans.
D. Language is a system of systems.
E. Language is primarily vocal.
F. Language is a skill subject.
G. Language is arbitrary.

CHARACTERISTICS OF LANGUAGE
A. Conventional and non-instinctive C. Duality E. Humanness
B. Productivity and Creativity D. Displacement F. Universality

GENERAL FUNCTIONS OF LANGUAGE

A. Interpersonal- fulfills human needs to exchange experiences (ex: “Let’s talk.”, “Come with me”)
B. Informative- Language is a packet of information.
C. Performative- communicate intent or report an action (ex: “I do.”, “I apologize.”)
D. Expressive- express oneself (ex: “That’s great!”, “You are such a happy pill.”)
JAKOBSON’S FUNCTIONS OF LANGUAGE
A. Referential (context)- describes a situation or an object
B. Emotive (sender)- focuses on the sender or how the sender feels
C. Conative (receiver)- used when the speaker expresses purposively to persuade or influence the receiver
D. Phatic (channel)- establishes, suspends, or maintains the channel
E. Metalingual (code)- “reflexive” ex: Sky has three letters.
F. Poetic (message)- descriptive language to create a picture in the mind

WORD FORMATION
A. Compounding- joining of two separate words to produce a single form
(ex: bookcase, doorknob, wallpaper etc.)
B. Blending- combination of two separate forms to produce a single new term
[ex: gasohol (gasoline made from alcohol), smurk (smoke, murk), smog, motel (motor, hotel), telecast
(television, broadcast), bit (binary, digit)]
C. Clipping- when a word of more than one syllable is reduced to a shorter form
[ex: fax (facsimile), ad (advertisement), bra (brassiere), cab (cabriolet), condo, pub (public house), flu, fan,
perm, phone, plane, math, chem etc.]
D. Acronyms- formed from initial letters of a set of other words
[ex: CD, VCR, laser (light amplification by stimulated emission of radiation), scuba (self-contained underwater
breathing apparatus), zip (zone improvement plan), snafu (situation normal, all fouled up)]
E. Backformation- a word of one type (usually a noun) is reduced to form a word of another type (usually a verb)
[ex: donation --> donate, babysitter--> babysit, television--> televise]
F. Conversion- a change in function of a word, for example, a noun used as a verb (without reduction)
ex: butter (n.) -> Butter (v.) the bread.
G. Derivation- adding affixes
a. Prefixes and suffixes- ex: mislead, disrespectful, foolishness
b. infixes- Singabloodypore!, Hallebloodylujah!, Absogoddamlutely!
H. Eponym- word that comes from the proper name of a person or place; can be based on both real and fictional people
and places
ex: Boycott (Captain Charles Boycott), Fahrenheit (Gabriel Daniel Fahrenheit), Diesel (Rudolf Diesel), Sandwich
(John Montagu-Earl of Sandwich)
I. Coinage- -invention of totally new terms
ex: aspirin, nylon, vaseline, zipper, granola, kleenex, teflon, xerox, Google
J. Borrowing- taking over words from other languages
Ex: croissant (French), dope (Dutch), lilac (Persian), piano (Italian), pretzel (German), sofa (Arabic), tattoo
(Tahitian), tycoon (Japanese), yogurt (Turkish), zebra (Bantu)
K. Calquing- loan translation; similar to borrowing but the borrowed word is translated from the original to another
language that fits the characteristics of the new word
ex:
blue blood - sangre azul (Spanish) pineapple- pinjappel (Dutch)
free verse- vers libre (French) scapegoat- ez ozel (Hebrew)
 wisdom tooth - dens sapientiae (Latin) commonplace- locus communi (Latin)
beer garden- Biergarten (German) flea market- marche aux puces (French)
loanword- Lehnwort (German) long time no see- hao jiu bu jian (Chinese)

L. Nonce- created for a single occasion

ex:
-jabberwock (name of the fabulous monster in Lewis Carrol’s Jabberwocky; invented language, meaningless)
-nonsensical (behavior or topsy turvy)
-touch-me-not-ishness
-witchcraftical

LANGUAGE TEACHING APPROACHES

A. Grammar Translation Method (GTM)- emphasis on grammar and translation

-MOTHER TONGUE
-not into speaking
B. Direct Method (DM) / Natural Method - no usage of own language, inductive
-drills in listening and speaking, imitation, no memorization
-don’t explain-ACT
-don’t translate-DEMONSTRATE
-ASK
-speak naturally
C. Audio-lingual Method (ALM)- Army Method
-heavily oriented towards aural and oral exercises
-mim-mem (behaviorism and structuralism)
-drills
D. Community (or Collaborative) Language Learning (CLL)- Teachers are counselors & paraphrasers
-group dynamics
-Ask in L1, answer in L2
-negative effect: Ringelmann Effect
E. Suggestopedia- “Learning achieves its maximum success when the mind is relaxed.”
-Students should feel safe (as if in the womb).
2 methods:
a. desuggestion -> removing affective filter
b. suggestion -> addition of facilitating memory (ex: music)
F. Silent Way- use of color rods (Cuisenaire Rods)
-purpose: develop self-awareness and discovery
-using physical objects
-Discovery learning
G. Total Physical Response (TPR)- Children listen a lot + physical response
-instructor = director; students= actors
H. Natural Approach- “Silent period” (listening only) until children are ready to speak.
I. Situational Language Teaching (SLT)- “Oral Approach”
-English teaching in terms of providing vocabularies and sentence patterns with their frequent situations
through learning materials
-accurate pronunciation and grammar to respond quickly
-Mistakes are banned.
J. Task-Based Language Teaching- a lesson or unit is designed to help learners to complete a task: for example; write a
letter, make a reservation, plan a trip, collaborate to design something, or hold a meeting

STEPHEN KRASHEN’S MONITOR MODEL

A. Acquisition- learning Hypothesis
 According to Krashen, acquisition > learning.
Learning only serves as a monitor or editor, while the former is responsible for the fluent production of sounds
and utterances.

B. Natural Order Hypothesis- Language is learned in a predictable pattern.

C. Monitor Hypothesis- Learned competence functions as a monitor, editing or self-correcting our language input.
Krashen warned that the ‘monitor’ can be a barrier.
D. Input Hypothesis- Students have to be exposed to comprehensible (i+1) inputs or those that are a little beyond their
current language ability.
E. Affective Filter Hypothesis- When the filter is high, the self-confidence is low and the lower the chance for input to be
taken in.

COMMUNICATIVE COMPETENCE MODEL (Dell Hymes, expounded by Canale and Swain)

A. Grammatical/ Linguistic- mastery of the language code
B. Sociolinguistic- appropriateness of utterances
C. Discourse- mastery of producing coherent and cohesive language outputs
D. Strategic- learner’s ability to solve communication issues

MORPHOPHONEMIC PROCESSES
A. Metathesis- put in a different order (ex: foliage ►foilage, anemone ►anenome)
B. Epenthesis- (or “Intrusion”) insertion of a vowel (ex: strike ►suturaiku)
C. Deletion- (or “Ellision”) deletion of unaccented vowels (ex: believe ►/b’liv/, suppose ► /s’poz/)
D. Assimilation- phonemes change to become more similar to surrounding sounds (ex: handbag ►/haem-bag/)
E. Dissimilation- change to become less similar to surrounding sounds (ex: fifth ►/fift/)

GRICEAN MAXIMS (The Co-operative Principle) - Paul Grice

“Make your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or
direction of the talk exchange in which you engaged.”

QUANTITY - informative but no more, no less

QUALITY - truthfulness
RELATION - relevance
MANNER - clear, brief, orderly

LESSON 3: STRUCTURE OF ENGLISH

FRAGMENT- missing subject, verb, complete thought
CLAUSE - phrases with a subject and a verb
PHRASE - single unit that forms a constituent, no complete thought
ex: My new car is pink. ►sentence/ clause
My new car ► fragment, phrase (not a clause)
new car is ► fragment, clause (not a phrase)
Constituents- a word or a group of words that function as a single unit within a hierarchical structure

TAXIS
PARATAXIS- “arranging side-by-side” without words that indicate conjunction and subordination
-Para sayo ang exam, ang pagpasa, ang lisensya.
HYPOTAXIS - “arranging under”, “beneath”, “arrangement”
-subordination of one clause to another

GRAMMAR APPROACHES
PRESCRIPTIVE -condemns all styles except the “King’s English”
-tells us what SHOULD or SHOULD NOT be written
-normative
DESCRIPTIVE -grammar for everyday use (linguistic performance)
GENERATIVE GRAMMAR -(Chomsky) ”Mental grammar”
-linguistic competence
TRANSFORMATIONAL -(Chomsky) tries to show that in the “underlying structure”, sentences are still similar
-ex: active to passive,, statement to question

CONDITIONALS
ZERO -general truths/ scientific facts (present simple)
-If you heat ice, it melts.

FIRST- possible in the future (present simple + will/not +v.)

- If it rains, Taylor will cancel the ticket.

SECOND - hypothetical/ unlikely (past simple + would + verb)

-If I won the lottery, I would travel a lot.

THIRD -different past (past perfect + would have + pp)

-If I hadn’t been sick, I would have taken the exam.

LESSON 4: TEACHING AND ASSESSMENT OF MACROSKILLS

Chall’s Stages of Reading Development

Age Stage

1 0-6 years PRE READING (letter recognition)

2 6-7 years INITIAL READING (phonological awareness & decoding)

3 7-8 years Confirmation Fluency

4 9-13 years Reading to Learn New Information

5 14-18 years Multiple Viewpoints

6 18 and above Construction and Reconstruction

TEACHING WRITING APROACHES
A. Controlled- focused on grammar patterns, sentence structure, proper punctuation, etc.
B. Free- quick and spontaneous, no worries about style, form, grammar or punctuation
C. Guided
FORMAL- a small group of children with similar abilities write together
INORMAL- teacher scaffolds individual writing task
D. Communicative- learning language by communicating real meaning

Types of Language Assessment Tasks

Imitative - “parroting”
Intensive - cued tasks (ex: picture, oral cues) to elicit oral language
Responsive - brief interactions to help teachers realize the student’s ability to participate
Extensive- complex, lengthy discourse (ex: reports & proposals)
Interactive - long, interactive discourse (ex: role play, games etc.)

Styles and Functions of Speaking

TALK AS PERFORMANCE
►public talk, oral presentations
TALK AS TRANSACTION
►information and meaning-focused, not too particular with technicalities
TALK AS INTERACTION
►refers to “conversations”

LESSON 5: REMEDIAL INSTRUCTION AND EARLY INTERVENTION FOR LANGUAGE LEARNING DIFFICULTIES

MISCUE ANALYSIS
HIGH GRAPHIC SIMILARITY►student’s response is at least 2/3 similar to the text
ex: imag- in- ation
inaug- ur- ation
SOME GRAPHIC SIMILARITY►student’s response is at least 1/3 similar to the text
ex: ins- crip- tion
des- crip- tor
NO GRAPHIC SIMILARITY►student’s response is 0/3 similar to the text
ex: parachute
flu

REMEDIAL TEACHING STRATEGIES

A. IEP
B. Support Program
C. Reward Schemes and Positive Reinforcement
D. Multisensory learning
E. Technology-based resources

RETELLING
UNAIDED ►teacher praises the student and asks him/ her to retell
AIDED ►teacher asks questions by building on the information supplied in unaided retelling

SILL [Strategy Inventory for Language Learning] - Oxford

METACOGNITIVE ► (self-monitoring, paying attention)
AFFECTIVE ► (self-encouragement, anxiety reduction)
MEMORY ► (grouping, imagery, associating)
COGNITIVE ► (reasoning, analyzing, summarizing)
COMPENSATION ► (guessing meanings, using synonyms)
READING LEVELS
INDEPENDENT ► accuracy: 95%↑ ; comprehension: 90%↑
INSTRUCTIONAL ►accuracy: 90-94% ; comprehension: 75%↑
FRUSTRATION ►accuracy: <90%; comprehension: 50%

LESSON 6: ENGLISH FOR SPECIFIC PURPOSES

TYPES OF SYLLABUS
SKILL- BASED► (“language-based”, study) essays, study techniques, exams, improve reading
STRUCTURAL►(form and grammar) nouns, verbs, adjectives, statements, questions, subordinate clauses etc.
NOTIONAL►shape, location, structural, sequence, cause-effect
FUNCTIONAL►agreeing, disagreeing, informing, apologizing
DISCOURSE►language in action (ex: explaining information from general to specific, etc.)

LESSON 7: TECHNOLOGY IN LANGUAGE EDUCATION

Bruner’s 3-Tiered Model of Learning

LESSON 8: LANGUGAGE AND LITERATURE LEARNING MATERIALS DEVELOPMENT

TEST ► tool, activity, set of questions, instrument, technique

MEASUREMENT ►a “test” is given a score/ numerical value
ASSESSMENT ► describing, collecting, recording, scoring, and interpreting information about learning.
►pre-requisite of evaluation
EVALUATION ►making judgment based on criteria or evidence
TYPES OF VALIDITY
CONTENT ►appropriate and adequate representative of items
FACE ►”looks like” it measures what is intended to be measured
CURRICULAR►matches the objectives of the curriculum
CRITERION ►demonstrates how well a measure correlates with an established criterion
PREDICTIVE ► Does it reflect future behavior?
CONCURRENT ► Does it relate or vary directly with an accepted measure of the same construct or those
conducted at the same time?
CONSTRUCT ►the extent to which your test or measure accurately assesses what it's supposed to
CONVERGENT ► the scores obtained with two separate instruments assessing the same concept are highly
associated
DISCRIMINANT ► doesn’t measure what it shouldn’t

TYPES OF TESTS
DIAGNOSTIC ►at the beginning/ before instruction
►promote strengths, work on weaknesses
PLACEMENT ►group students with similar ability levels
ACHIEVEMENT ►amount of learning on a particular course
PROFICIENCY ► before/ regardless of training

LESSON 9: LITERATURE

A. MYTHOLOGY (and ancient)

 Jason- (Greek myth) sailed the long ship with the Argonauts in search for the Golden Fleece
 What does the presence of the three gods: Clotho, Lachesis and Atropos in Greek Mythology symbolize? Ans:
mortals’ fate depends on the gods
 Prometheus- the mythological titan punished by the gods for stealing fire
 To punish himself for murdering his father to have sexual relationships with his mother, Oedipus gouged his eyes.
 Sophocles wrote Ajax, Antigone, Oedipus and Colonus, but NOT Agamemnon.
 The Trojan War can be seen today as women empowerment.
 Patroclus made Achilles grieve.
 Apollo is the “most Greek among the gods”. (Lord of Silver Bow, Archer-god)
 Chimera is the huge fire-breathing monster that has the head of a lion, the body of a dragon, and the hind legs of a
goat.
 Zeus Polieus is the name of Zeus as God of State.
 Titanomachy is a victorious 10-year series of battles of the Olympian gods against the Titans in Thessaly.
 In mythology, Zeus, the ruler of Olympus, had 2 brothers: the ruler of the sea and the rule of the underworld. These
are Poseidon and Hades.
 Tartarus, Elysium, Asphodel, and Erebus are all regions in the underworld.
 The body of myths highly dominated by tales of courageous combatants, great feats, and activities related to tribal
life such as hunting and feasting is Norse Mythology.
 The two groups at war in The Illiad are the Trojans and Acheans.
 Euripede’s purpose in producing Medea is to criticize Greek behavior.
 Sisyphus is the king of Corinth who is condemned in the underworld by forever rolling a huge stone up a hill.
 The three monstrous sisters with snakes for hair, hands of brass and bodies covered with impenetrable scales and
turns to stone those who look at them are the Gorgons. (Medusa is the most famous)
 The subjects in Mythic history portrayed in “Musee de Beaux Arts” are Daedalus and Icarus.
 The myths of the Greeks reflect a view of the universe that acknowledges the mystery and beauty of humanity.
 Odin is known as the Raven God in Norse mythology.
 Aenid, an epic poem in 12 books recounting the story of Aeneas, was the crowning achievement of Virgil.
 In Greek mythology, Pan is the gold of the wild. He is worshiped in the Arcadia region of Greece. (other choices:
Bocotia, Thessaly, Sparta)
 Philosophic and religious belief in reincarnation is based on the mythological character Orpheus.
 Hector died at the end of Iliad. Achilles’ death was never mentioned in the epic.
 Thanatos is the god of death in Greek mythology.
 Paris chose Aphrodite as the fairest of all and receiver of Eris’ apple of discord.
 Minotaur is the half-human, half-bull creature which was confined in the labyrinth where it received an annual
tribute of seven youths and seven maidens from Athens.
 Moloch, Astarte and Baalat are ancient Phoenician deities. (Jupiter is not- roman Zeus)
 In Egyptian mythology, the goddess Isis married Osiris.
 Budda is not an Egyptian god (choices: Ra, Anubis, Amun)
 Valhalla is the destination of dead ancient Norse heroes.
 Hephaestus, the Greek god of blacksmith and fire, represent lameness of humans.
 Ares was an unpopular god because he was vain and cruel.
 There are 12 titans in Greek mythology.
 Odysseus decided to interrogate his father after seeing him in the orchard.

B. AFRO-ASIAN LIT
 In the poem, “Vulture”, by Chinua Achebe, the line that represents a miserable or bleak scene is broken bones and
a dead tree
 Li Qingzhao is the great Chinese poetess. (NOT known for dominance of hyperbole)
 Egyptian literature is identified as Mediterranean literature
 The first line of the poem, “Mind is Without Fear” by Rabindranath Tagore, “Where the mind is without fear and the
head is held high…” means only the fearless mind can hold its head upright.
 Matsuo Basho popularized Haiku in Japan. He creates visual and auditory sensations with a few strokes of his
writing brush.
 Gilgamesh is the Mesopotamian great hero and son of goddess Ninsun whose stories are told in Sumerian and
Babylonian poems.
 “Awake! For Morning in the Bowl of Night” is a poem written by Omar Khayyam.
 Mao Tse-Tsung is a Chinese leader whose essays and poems depicted the totalitarian rule in China and advocated a
revolutionary movement.
 Prometheus- the mythological titan punished by the gods for stealing fire
 Rig Veda is the oldest Indian Sanskrit Literature.
 “The Answer” by Bei Dao reflects slavery as a pressing concern.
 Panchatantra is a collection of fables which was used to educate Indian princes into becoming wise kings.
 Two novel-like stories, The Predestined Prince and Sinuhe were written around 1200 BC in Egypt.
 Leopold Sedar Senghor is the leading figure of the Negritude Movement.
 The Harlem-Renaissance is the flowering of African-American Literature.
 The Negritude movement is a movement of French-speaking African and Caribbean writers and it began to fade in
the 1950s after fulfilling their goal.
 Telephone Conversation is a literary piece written by Wole Soyinka about racism.
 Muchukunda saw the emptiness of his life and turned his back on it, becoming a wanderer and sadhu. He refused
to return to the world.
 The Poor Christ of Bombay by Mongo Berti is an example of literary satire.
 A Japanese Folktale entitled, “The Story of the Aged Mother” speaks about all EXCEPT the fate of the common
people under the despot is grim. (other choices: the daimyo’s unreasonable order is seemingly a boast of his power,
a citizen’s disobedience towards a cruel mandate ends tragically, an exhibit of the saying: with a crown of snow,
there comes wisdom)

C. ENG-AM LIT
 Thomas Jefferson refered to the Native Americans as “merciless Indian savages”.
 Benjamin Franklin added “humility” in his 13 virtues because he is reminded of his friend Quaker about how
overbearing and insolent he is.
 The “Declaration of Independence” is best described as accusatory and subjective.
 In Maya Angelou’s “On the Pulse of Morning”, it is suggested that each day gives people new chances.
 Shakespeare’s technique of showing equivocation in his play, Macbeth, is irony.
 According to Lincoln in “Gettysburg Address”, the premise of the war being fought is the government of the people,
by the people, for the people.
 In “I Hear America Singing” by Whitman, the workers singing varied carols to express happiness in work and
uniqueness of contribution.
 Moby Dick is a white whale using Pequod.
 George Eliot is the pen name of Mary Ann Evans.
 The love portrayed in Charlotte Bronte’s “Wuthering Heights” is destructive.
 The Captain alluded in Whitman’s poem is Abrahan Lincoln.
 Shakespeare’s Sonnet 116 talks about love as never wanes even in old age.
 “She never told me love…” is written by William Shakespeare.
 “Drink me only with thine eyes” (Song to Celia) is a poem written by Ben Jonson.
 Vanity Fair is a novel satirizing society in the early 19th Century Britain and is written by William Makepeace
Thackeray.
 In teaching the works of EA Poe, atmosphere is given prime consideration.
 In teaching the works of O’ Henry, you should highlight the use of surprise endings.
 “It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness...” are
the opening lines of the novel, Tale of Two Cities by Charles Dickens.
 Animal Farm (by George Orwell) was rejected
 Magical Realism is a term borrowed from art criticism and applied to a kind of fiction that mixes realism with flights
of fantasy and myth. It is associated with the Latin-American writer Gabriel Garcia Marquez.
 “To be or not to be, that is the question”, this line is taken from Shakespeare’s Hamlet.
 Paradise Lost, written by John Milton, is based on the popular story of the sinning of Adam and Eve.
 Milton’s Paradise Lost was published in 1667 in Moden English.
 In “The Fall of the House Usher” (short story by EA Poe), the name of the woman who is entombed alive is Lady
Madeline.
 William Wordsworth is the Father of Romantic Poetry.
 Hamlet is Shakespeare’s longest play.
 The forest in A Midsummer Night’s Dream symbolizes a place of wildness, lawlessness and chaos.
 According to American forlklore, Paul Bunyan dug out the Grand Canyon.
 Beowulf depicts the dualism, “monster-slayer”.
 Beowulf is the oldest epic in England.
 Charles Dickens wrote “A Christmas Carol”, a novel about a man who hates Christmas.
 Canterbury Tales was written in the 14th Century.

D. FILIPINO LIT
 The phrase associated with Magsaysay is for democracy will die.
 Carlos Bulosan’s celebrated autobiography is entitled America is in the Heart.
 Jose Garcia Villa is the first National Artist of the Philippines for literature.
 The Golden Age of Filipino Language in the PH is Japanese regime.
 The fence in the story written by Jose Garcia Villa refers to walls representing hindrances that separate families.
 The Filipino writer whose short stories depict Filipino-Spanish culture is Nick Joaquin.
 The Father of Tagalog short stories is Deogracias Rosario.
 The main theme of Bonsai by Edith Tiempo is enjoy the little things.
 The first Filipino novel written in English is A Child of Sorrow.
 The Ifugao hero in the epic Hudhud is Aliguyon.
 Maria Makiling is a famous Filipino legend.
 Malakas at Maganda is a famous Filipino creation myth.
 Ophelia Dimalanta is the Goddess of Philippine poetry.
 The first recorded drama in the Philippines was a comediaby Fr. Vicente Puche and was performed in Cebu.
 In Nick Joaquin’s short story, May Day Eve, the technique he used in developing the plot was flashback.
 Manuel Arguilla is the Bret Harte of the Philippines.
 Carlos Bulosan’ celebrated autobiography is “America is in the Heart”.
 Manuel Arguilla is known for using local color in his stories.
 The author points out how Filipinos accept or treat a new family member in How my Brother Leon Brought Home a
Wife by Manuel Arguilla.
 Without Seeing the Dawn is the first novel by a Filipino after WWII.
 The first Tagalog novel is Barlaan at Josaphat.
 Genoveva Edroza Matute is the 1st Palance Awardee for short story.
 In Paz Latorena’s short story, “The Small Key”, what Soledad’s second wife found in the small chest is old clothes
and other things of his first wife.
 In teaching Without Seeing the Dawn by Steven Javellana to 4th year HS students, the period in Philippine history
that you will discuss as background knowledge to the novel is Japanese occupation.

E. EUROPEAN
 Guy de Maupassant is the writer of short stories and novels who is, by general agreement, the greatest French
short-story writer.
 In teaching the short stories of Guy de Maupassant, characters should be given prime consideration.
 Bertolt Brecht is the playwright who used alienation effect to educate the audience and not rely upon their
emotion.
 “Happy families are all alike; every unhappy family is unhappy in its own ways.” This like is take from Ana Karenina
by Leo Tolstoy.
 James Joyce wrote Ulysses and used “stream of consciousness”.
 In Tolstoy’s “God Sees the Truth but Waits”, Aksenov was imprisoned for 26 years.
 Divine Comedy by Dante Alighieri is characterized by absolute faith in a single truth.
 Boccaccio’s Decameron is BEST described as a complete negation of Christian Doctrine.
 Jacques Derrida is the most prominent figure in deconstruction.
 The titles of Leo Tolstoy’s short story about a man falsely judged and accused of murder is “God Sees the Truth but
Waits”.
 Divine Comedy is the work of Dante Alighieri that narrates his journey through Hell (The Inferno), purgatory and
paradise.
 Leo Tolstoy is known as the world’s greatest novelist for writing War and Peace and Anna Karenina.
 The character in Dante’s Divine Comedy is Dante himself.
 Life after death was depicted in Dante’s Divine Comedy.

LESSON 10: TEACHING AND ASSESSMENT OF LITERATURE, LITERARY CRITICISM

SONNET RHYME SCHEMES

PETRARCHAN
abbaabba- cdccdc
abbaabba- cdecde
SHAKESPEAREAN- abab- cdcd- efef- gg
SPENSERIAN- abab- bcbc- cdcd- ee

PICARESQUE ►adventures of a roguish but "appealing hero", usually of low social class, who lives by his wits in a
corrupt society.
ROMAN A CLEF ► real people respected in the guise of fictional characters
EPISTOLARY ►work in the form of letters
BILDUNGSROMAN ►l dealing with one person's formative years or spiritual education

LITERARY APPROACHES
►ROMANTICIST - ordinary subject matter, simple language, imagination, primal feelings
►NEW CRITICISM/ FORMALIST - (American) independent of the author, “text in itself”
►FREUDIAN - (Psychoanalytic) id, ego, superego; motivations, drives, fears, desires
►STRUCTURALIST -patterns of text
►BIOGRAPHICAL - relationship between the author's life and their works of literature
►SOCIOLOGICAL -man’s relationship with society
►MYTHOLOGICAL- examines a symbol, character, situation, or image that evokes a deep universal response
►POST MODERNIST - rejects concepts of rationality, objectivity, and universal truth
►PHILOSOPHICAL - good vs evil
►GENDER

LESSON 11: LANGUAGE EDUCATION RESEARCH

TYPES OF RESEARCH
APPLIED- to solve practical problems
BASIC- (fundamental/ pure) to expand knowledge, not to create
BEHAVIORAL- measure human behavior, analyze effect of intervention on human behavior
CORRELATIONAL- relationship, cause/effect
DESCRIPTIVE- (statistical) anything that can be counted and impact people
EXPERIMENTAL- objective, systematic, controlled investigation for purpose of predicting and controlling the
phenomena
EXPLORATORY- conducted for a problem that has not been clearly defined
GROUND THEORY- goes backwards: from data to theory
PHENOMENOLOGICAL- from lived experiences

4 RESEARCH METHODOLOGIES FOR LANGUAGE STUDIES

EXPERIMENTAL- objective, systematic, controlled investigation for purpose of predicting and controlling the
phenomena
QUASI- similar to experimental design, but with no random assignment
ETHNOGRAPHIC- investigation of culture
CASE STUDY- an in-depth study of one person, group, or event

SAMPLING TECHNIQUES
CONVENIENCE- group of cases are selected because of their availability and accessibility
PROBABILITY- each individual has a chance to be selected
PURPOSEFUL- selecting cases that are information-rich
CLUSTER- selecting naturally occurring groups
CRITERION- selecting a group of cases that satisfy particular specifications
PROPORTIONAL STRATIFIED RANDOM- a proportion of each subgroup is the same as their proportion in the population
PURPOSEFUL RANDOM- developing a systematic way of selecting cases that is not based on advanced knowledge of how
the outcomes would appear
SNOWBALL SAMPLE- selecting participants by asking one person to recommend someone suitable
SYSTEMATIC- individuals are selected from a list every nth time
QUOTA- non-random selection of a predetermined number or proportion of units

LESSON 12: STYLISTICS AND DISCOURSE ANALYSIS

POETIC AND LITERARY DEVICES UNDER STYLISTICS
►ELLIPSIS - “I love you but (...)”
►ALLITERATION - “Sally sells seashells”
►ASSONANCE - “Be me, be free”
►CHARACTONYM - “Grumpy is grumpy.”
►DYSPHEMISM / EUPHEMISM
►PARADOX - “The child is father of the man.”
►ALLUSION - Shakespeare is a literary titan.
► CLIMAX - “It’s a bird, it’s a plane, no it’s Superman!”
►HYPOPHORA - “Do you love me? Of course you do.”
►OXYMORON - “bittersweet”
►ONOMOTOPOEIA - “kring, kring”
►METONYMY - “The Philippines” (instead of Filipinos)
►PARALLELISM - “studying, passing, working”
►ANAPHORA - “Ana is smart, Ana is kind, Ana is cool.”
►EPIPHORA - “Smart Epi, Kind Epi, cool Epi.”

LANGUAGE TERMS UNDER STYLISTICS

►IDIOLECT - daily lives/ habitual
►ETHNOLECT - specific ethnic/ tribal group
►SOCIOLECT - economic class, age group, etc.
►REGIONAL DIALECT - particular section/ geographical area
►DIALECT - distinguished through language, articulation, grammar

DISCIPLINES OF STYLISTICS
►INTERPRETATIVE - how linguistic elements work to create meaningful art (linguistic data + artistic value)
►CORPUS - studying the frequency of various elements to determine the authenticity of a manuscript
►EVALUATIVE - how an author’s style works or doesn’t work
►LITERARY - studying forms (poetry, drama, prose), analyzing language of literature using linguistic concepts
►DISCOURSE - how language in use creates meaning (ex: parallelism, alliteration, rhyme)
►COGNITIVE - what happens in the mind when it encounters language
-literary texts do not have minds; individual minds do

MODALITIES
►DEONTOLOGIC - Duty, Errand, Obligation
►DYNAMIC - ability/ willingness (DYNA kaya)
►EPISTEMIC - possibility, certainty (Maybe “ipis”)
►ALETHIC - truth, logical necessity

STYLE…
►AS DEVIATION - departure from what is communicatively normal
► AS CHOICE - writer’s choice; reflection of his ego and the social condition of his environment.
►AS MAN - every individual has his or her own unique way of doing things
►AS PERIOD OR TIME - language is dynamic

LESSON 13: CAMPUS JOURNALISM

When there are errors in the newspaper, any of the ff. will be released:
A. Erratum - when an error or omission made by the journal might affect the publication’s record or the reputation of
the authors and/or the journal
B. Correction- when an error or omission made by the author needs to be corrected
C. Rectification- major error invalidates the conclusions

LESSON 14: TECHNICAL and CREATIVE WRITING

CANONS OF RHETORIC (IDEM-P)

INVENTION ►coming up with material for a text (brainstorming, research, planning)
DISPOSITION ► Arrange ideas in a logical and organized manner.
ELOCUTION ►delivery, speaking style, language
MEMORY ►learn the presentation, add memorable features
PRONUNCIATION►how you actually deliver your speech
ARISTOTELIAN ELEMENTS OF PLAY
PLOT- events, incidents, problems
CHARACTERS- agents of the plot, vehicle of conflict
THEME- central thought of the play
LANGUAGE (DICTION)- word choice(playwright), enunciation (actors)
RHYTHM- “the music of the language”
SPECTACLE- everything in the play that adds to its sensory effect

LESSON 15: TRANSLATION AND EDITING OF TEXT

TRANSLATION TERMS
cultural equivalence ► (also “adaptation”) substitutes a culturally-specific reference with something that’s more
relevant or meaningful in the target language
idiomatic translation ►translation in which the target text reflects the exact message of the source text in a manner
that is naturally expressed in the target language, using idioms if appropriate
equivalence►words that mean the same thing in both languages

IDIOM TRANSLATION METHODS

Using an idiom of similar meaning and form ►use an idiom in the target language which has approximately the same
meaning as the source-language idiom and it contains equivalent lexical items
Using an idiom of similar meaning but dissimilar form ► find an idiom in the target language with a similar meaning to
that of the source idiom or expression but containing different lexical items
Translation by paraphrase ►when a match cannot be found in the target language or when it seems inappropriate to
use idiomatic language in the target text because of differences in stylistic preferences of the source and target
languages
Translation by omission► idioms may be omitted from the target text because they cannot be paraphrased or they may
affect the stylistics
Strategy of compensation ►omission or downplay

CLEFT SENTENCE (Predicated Theme)- a sentence in which an element is emphasized by being put in a separate clause,
with the use of an empty introductory word such as it or that

LESSON 16: LANGUAGE PROGRAMS AND POLICIES IN MULTILINGUAL POLICIES

EASE (Project Effective and Affordable Secondary Education)

► for students in disadvantaged situations
Revitalized Homeroon Guidance Program (RHGP)
►week-long training for teachers and staff members to better match students in their aptitude and career
interests
School-Based Education (SBE)
► aims to equip participants of a distance education course with knowledge, skills, attitudes and values in
planning and implementing school-based evaluation and to utilize results in planning school improvement
programs
Thinking Skills Development for Maximized Cognitive Performance (TSD-MCP)
►6 schools researched on improving students’ cognitive and thinking skills

COMPONENTS OF CURRICULUM DEVELOPMENT

BEHAVIORISTIC
 ►considers the human species to be a passive organism, reacting to external, environmental stimuli;
RATIONAL-COGNITIVE
►considers the human species to be the source and initiator of all acts
HUMANISTIC
►concerned with each individual’s growth and development while emphasizing affective factors as well

CURRICULUM PERSPECTIVES
ACADEMIC RATIONALISM
►intrinsic value of the subject matter, intellect, humanistic values, rationality
SOCIAL AND ECONOMIC EFFICIENCY
►practical needs of learners and society
LEARNER-CENTEREDNESS
►process > product; needs and concerns of individuals
CULTURAL PLURALISM
►learners should appreciate many different cultures, beliefs and traditions
SOCIAL RECONSTRUCTIONISM
►assess problems such as social injustices and inequality

REFERENCES:

Alda, R., Abao, E., Dayagbil, F., & Dalagan, J. (2022). Teaching and Assessment of the Macroskills. LORIMAR Publishing Inc.
Arboleda, S. C. S., Pedrosa, J. K. S., & Ramos, K. A. N. (2020). LET Comprehensive Reviewer LET-TOS PPST-Based English
Specialization (Vol. 3). LORIMAR Publishing Inc.
Bacus, R., Terogo, I. J., Bustos, R., & Dapat, L. (2022). The Teaching and Assessment of Literature Studies. LORIMAR
Publishing Inc. .
Dapat, L. C., Enoc, J. O., Gonzales, J. B., & Anlagad, D. B. (2021). Structures of English . LORIMAR Publishing Inc.
De Leon, E., Alda, R., & Bacus, R. (2021). Language Learning Materials Development. LORIMAR Publishing Inc.
Gonzales, J., Baclayon, J., & Bustamante, J. (2022). Children and Adolescent Literature. LORIMAR Publishing Inc.
Guese, B. C., & Antazano, Ma. V. C. (2021). 21st Century Literature from the Philippines and the World. KLEAFS
Publishing .
Mananay, J., & Sumalinog, G. (2021). Language, Culture and Society. LORIMAR Publishing Inc.
Santos-Bernardo, C., & Nalundasan-Abijan, R. (2022). English for Academic and Professional Purposes. REX Book Store.
Tenero, E. V., & Mora, H. S. (2014). The World Masterpieces in Literature. MUTYA Publishing House, Inc.