CH 7 Lcs-Lp-Amerol-Ramos

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University of the Immaculate Conception

Davao City
LEARNING PLAN
Course: Acquiring Languages: Life with First Languages, Second Languages, and more
Week: 5
Learning Outcome: In this chapter the students will be able to identify on what is a first
language and a second language means.
I. Preliminaries
A. Review Topic: The Development and Evolution of
Language
Below are the examples of acoustic channel, optical

channel, tactile channel, and olfactory channel. The
class must fill in the blank with the given choices:
1. In the exhibit, the _____ experience involves

the release of numerous scents into a
controlled environment. (olfactory)
2. The violin is a ______ instrument that emits
sounds when the strings are arranged by
skilled fingers. (tactile)
3. It is the most common and effective channel
of human communication _____. (acoustic
channel)
4. Writings, gestures, and pictorial signs is the
use of ____ relating to vison. (optical
channel)
5. The _____ is especially important among
social insects, which do much of their
communicating by means of odors in the
species-specific substances known as
pheromones they secret. (olfactory
channel)
B. Motivation Guide Questions:
UIC (Education Subject Code and Title: Date: (August 15-18,

Page 1 of 4
Program) (English 10: Introduction to Linguistics) 2016)
a. What is the first steps of the language

acquisition in childhood?
b. What is the difference between the
first language and second language?
c. What is a sociocultural theory?
C. Activating Prior Knowledge To answer the following questions, students will be

watching a short presentation on how a child acquire
language.
https://www.youtube.com/watch?v=_1DlxmLiN3s
II. Lesson Development
A. Presentation of Concepts The Students can:
At the end of the course the students can:
A. Able to identify the difference between the

first language acquisition and second
language acquisition.
B. Students will learn on what are the first steps

of language acquisition in childhood
C. Students can also know the theories of

language acquisition
D. The students can also be able to understand
the use of language and the brain
E. The students will understand the differences
of the code-switching, code-mixing, and
diglossia.
D. Activities
A. The class will be divided into 3 groups. The
students must perform the different use of
code-switching, code-mixing, and diglossia.
B. The class will be divided into 3 groups, and

each groups must complete the puzzle that
they’re given the first one to finish will be the
winner.
C. One student must go to the front and

him/her will be given a word that cannot be
seen by other students. He/she will draw (on
the blackboard) a picture expressing the

Page 2 of 4
concept of the word. And the rest of the

class have to guess the word.
If the player keeping score, the one who
drew the picture gets the point if the class
can guess the word.
A. Broadening of
Concepts
I. What is the connection between the
first language acquisition in children
and second language acquisition in
adults?
II. How do individuals acquire and

develop language?
B. Four-Pronged 1. Ignacian Core Values/Related Values:

Integration Excellence: Diversity
2. Social Orientation:
Why is there a need to study about how a
child acquire its first language and second
language?
Lessons Across Discipline:

“One language sets you in a corridor for life.
Two languages open every door along the
way.”
- Frank Smith
a) What does this quote imply?

b) Based on your own idea, what is Frank
Smith trying to tell us?
4. Faith/Biblical Reflection:
"Start children off on the way they should

go, and even when they are old they will
not turn from it.”
-Proverbs 22:6 (NIV)
a) What does this bible text mean in connect to

Page 3 of 4
our topic today?
III. Summary and Synthesis
Reflection Paper
a) What have you learned in the topic today?
b) Why is it important to study about the theories of acquiring languages?
c) Why do you think learning a second language is difficult?
IV. Assessment:
The class will be divided into 3 groups. And each group must perform the stages of
speech development that characterized the language acquisition in children.
V. Purposive Assignment
A. In a ½ crosswise, give at least two examples each about the code-mixing, code-
switching, and diglossia.
Prepared by:
Hanifa D. Amerol
Julieanne B. Ramos
BSED-1B Major in English
04/09/2019
Checked by:

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For the purpose of uniformity,

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University of the Immaculate Conception

Below are the examples of acoustic channel, optical

1. In the exhibit, the _____ experience involves

B. Motivation Guide Questions:

UIC (Education Subject Code and Title: Date: (August 15-18,

a. What is the first steps of the language

C. Activating Prior Knowledge To answer the following questions, students will be

At the end of the course the students can:

A. Able to identify the difference between the

B. Students will learn on what are the first steps

C. Students can also know the theories of

B. The class will be divided into 3 groups, and

C. One student must go to the front and

UIC (Education Subject Code and Title: Date: (August 15-18,

concept of the word. And the rest of the

II. How do individuals acquire and

B. Four-Pronged 1. Ignacian Core Values/Related Values:

Lessons Across Discipline:

a) What does this quote imply?

"Start children off on the way they should

a) What does this bible text mean in connect to

UIC (Education Subject Code and Title: Date: (August 15-18,

our topic today?

III. Summary and Synthesis

UIC (Education Subject Code and Title: Date: (August 15-18,

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