Transcript Introductions

Introductions
FLTA 104
Beginning Tagalog
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Syllabus
Attendance and Homework
Group Work
Quizzes and Finals
Syllabus
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Rationale
Objectives
List of Expectations
Course Requirements
Small Group
Attendance and Homework
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50 minutes of classroom experience and
an opportunity to listen to the language
being spoken
This is an intensive 5 credit course
therefore, work outside of classroom is
crucial
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Individual learning outside of class is
needed, language structures and dialog
and vocabulary should be reviewed
independently before every class
period.
Group Work
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Group Work – cooperative learning is
crucial in the success of language
learning and in other aspects of
academic life and eventually corporate
work life.
Quizzes and Finals
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A form of a teacher evaluation that is
necessary in determining individual
student needs.
They are also a form feedback for selfdiagnosis and not simply for comparing
one’s performance against a norm.
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Students cheating in any form will be
reprimanded and will be submitted for
disciplinary action. (This class etiquette
that will be strictly reinforced this
semester)
Language Principles
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Motivation
•the extent to which you make choices
about goals to pursue and the effort
you will devote to that pursuit
Language Learning Strategies
•ability to use effective strategies
Meaningful Activities
Vocabulary Acquisition Strategies
(excerpted from Weaver & Cohen (1997) StrategiesBased Instruction: a Teacher-Training Manual)
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Strategies for acquiring new vocabulary
can include:
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1. categorization (e.g., according to
meaning, part of speech, formal vs.
informal language forms, alphabetical
order, or types of clothing or food);
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2. keyword mnemonics (that is, finding
a native-language word or phrase with
similar sounds, and creating a visual
image that ties the word or phrase to
the target-language word;
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learning “pato” in Spanish by selecting
the similar-sounding English word
"pot" and by creating a mental image of
a duck with a pot on its head);
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3. visualization (e.g., through mental
images, photographs, charts, graphs, or
the drawing of pictures);
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4. rhyme/rhythm (e.g., making up
songs or short ditties);
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5. language transfer (e.g., using prior
knowledge of native, target, or other
language structures);
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6. repetition (e.g., repeating words over and
over to improve pronunciation or spelling,
trying to practice the words using all four
skills: writing new sentences, making up
stories using as many new words as
possible, reading texts that contain those
new words, purposely using the words in
conversation and listening for them as they
are used by native speakers).
You can also:
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1. mentally visualize or draw pictures
of a reading, lecture, or conversation to
help remember it;
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2. use charts to check if your writing is
balanced ("I only have two advantages
in this essay, but six disadvantages.
Should I change my topic or should I
add more advantages?");
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3. create flashcards or a list of key
words/phrases to help you when
giving an oral presentation in class or to
organize your writing;
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4. learn grammar or spelling rules by
making up rhymes or songs("i before e )
Other useful activities for
learning new vocabulary:
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1. Make vocabulary flashcards or keep
a vocabulary notebook that contains
not just lists of words and their
meanings or translations, but also some
of the following: pictures, sentences
comparing different meanings of the
same word, charts,
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words sorted by category, various
grammatical forms of the same word,
the mnemonics used to remember the
words, where the word was found or
who said it and in what context,
contrasting of formal and informal
words.
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2. Have your teacher or tutor make
audiotapes (vs. written lists) of the
vocabulary in order to practice the
pronunciation of the words --- or to
help "auditory" learners learn more
efficiently;
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3. Select new words according to:
interest, frequency, ease of learning,
relative usefulness (professional,
personal, or academic), language topic,
"it's on the exam," etc.
Not only language give us distance from ourselves, but
language can be used to analyze itself. Often, when
we are talking with another person and do not
understand them, we will say, “did you mean x or y?”
In so doing, we are asking them to reflect on their
prior use of certain words or phrase and to be more
precise. This process also includes linguistic
inference- when we understand what another person
is intending to communicate by how they say
something as well as by what they actually say.
Experiment the level of meaning
you can experience through
poetry
Ang lahat ng bagay, may pakpak na lihim,
pakpak na nag-akyat sa ating layunin,
pakpak ang nagtaas ng gintong mithiin,
pakpak ang nagbigay ng ilaw sa atin,
pakpak ang naghatid sa tao sa hangin,
at pakpak din naman ang taklob sa libing.
Verses from PAKPAK
By Jose Corazon de Jesus 1928
All things have secret wings,
Wings to achieve our purpose,
Wings to reach our highest ambitions,
Wings to give us light,
Wings to carry us on the wind,
Wings to protect us in death.
(English Translation)
Verses from PAKPAK
By Jose Corazon de Jesus 1928
Ang lahat ng bagay,
may pakpak na lihim,
pakpak na nag-akyat sa ating layunin,
pakpak ang nagtaas ng gintong
mithiin,
pakpak ang nagbigay ng ilaw sa atin,
pakpak ang naghatid sa tao sa
hangin,
at pakpak din naman ang taklob sa
libing.
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Small Group Activity: Read the poem in the following
ways:
• As if it were a script in a comedy club
• As if the reader just had a fight with someone
he/she loves
• As if the reader were speaking to an infant
• As it the reader were speaking as Hamlet
• As if the reader were totally bored
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Discuss: what happened to the poem? What did you
notice about the activity?
Substitute the word “pakpak” with a different word
and see what it does to the poem.
•Ten Commandments for Good
Language Learning
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Fear Not!
Dive In!
Believe in Yourself!
Seize the Day
Love thy Neighbor
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Get the BIG PICTURE
Cope with the Chaos
Go with your hunches
Make mistakes work FOR YOU
Set your own goals