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05 - Unit I Lesson 1
05 - Unit I Lesson 1
wikipedia.org
Overview
This unit is primarily designed for the students to understand that English has several
varieties, and these varieties differ linguistically and socio-culturally and how each
variety reflects the culture of its speakers and writers. In particular, the lessons and the
activities relate directly to students’ classroom needs and experiences. Moreover, the
exercises provided after each lesson can serve as a training ground where students
develop communication skills that will serve them throughout life.
Language specialists have classified and described the differences in the ways
language is used in different countries. Kirkpatrick (2007) distinguished and
presented these world Englishes between English as a Native Language (ENL),
English as a Second Language (ESL), and English as a
Foreign Language (EFL). Kachru (2003) represented the growth and spread of
English into different circles: the inner circle where English is the native
language, the outer circle where English is the second language and which
consists of a large speech community with great diversity and distinct
characteristics, and the expanding circles where English is an international
language.
Undoubtedly, writers and speakers from these classifications use English in
different ways according to the contexts where the English language is
employed.
Objective
s:
● Identify the concentric countries of World Englishes
● Compare the concentric circles of World Englishes
● Identify some peculiarities in the varieties of the English language that cause
potential problems for ESL and EFL learners.
● Explain how culture affects communication.
● Describe methods for improving cross-cultural communication.
Pretest:
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True or False
Direction: Read the following sentences carefully. Write True if the sentence is
correct, and False if the sentence is incorrect.
True 1. Language and culture are so closely bound that we communicate the way
we do because we are raised in a particular culture and learn its language,
rules, and norms.
False 2. A first or native language does not influence the way a second or foreign
language is pronounced.
False 3. The varieties of American, British, and Canadian English are said to be the
first or native languages in Asian countries.
True 4. A lingua franca is the common language used by people of different
language backgrounds to communicate with others.
True 5. In the Philippines, Filipino is used as a national lingua franca to provide the
many In different peoples of the Philippines with a common language in
which to communicate with each other.
False 6. People who speak British English accent are the most intelligent or
competent and those who spoke with Filipino accents are the least
intelligent.
False 7. All languages are pure, and they remain untouched by other languages.
True 9. It is frequently noted that ESL and EFL suffer in their English writing more
than native speakers due to the absence of some English vowel and
consonant sounds in their native language.
True 10. English is the lingua franca of the world.
Lesson Proper:
ACTIVITY Communication Strategies
Students are given sufficient opportunities to develop
fluency in the target language through varied oral
communication strategies which include the following:
Best Classroom Diversity
Image Pinterest. ph
ANALYSIS
The WE has brought peculiarities that provide opportunities and challenges not only in
English language teaching and learning but also in global communication. Such
peculiarities that cause potential problems for ESL and EFL learners include the
following:
Some sounds are present in the speech inventory of one language which is not
available in the speech inventory of another language. For example, the Japanese do
not have the/l/ sound, so they substitute the sound of /l/with/r/ as in ‘gurufurendu’ for
girlfriend. Filipinos do not have long sounds in the English language such as /i/ for
eagle; /o/ for pole; and /u/ for chew, and the /ӕ / which leads, for example, to the cat
being pronounced ket. Korean do not have the English consonant sounds /f/ and /v/,
and /Ө / and /ɉ / which are pronounced as /p/, /b/, /t/, and /d/ respectively, thus phone is
pronounced pone.
Orthography (spelling)
It is frequently noted that ESL and EFL students suffer in their English writing more
than native speakers due to the absence of some English vowel and consonant sounds
in their native or local language and the influence of their mother tongue. Research
categorizes four major spelling errors of non-native English language learners: omission
(leaving letters out), substitution (replacing letters with incorrect ones), transportation
(reversing the letter’s position), and insertion or addition (adding extra letters).
Examples:
English, Taiwan, French, and other languages use subject-verb-object (SVO) patterns;
Japanese, Korean, and Indian, use subject-object-verb (SOV), and Filipinos use verb-
subject-object (VSO).
Examples:
S - V - O
S - O - V
ABSTRACTION
Check your understanding of the lessons by answering the following questions:
1. Do you think the English we use in the Philippines are one variety of English
language?
If yes, give examples of English words that we use but are not present in other
varieties.
-Yes, here in the Philippines we use the term “Comfort Room” compared to the
term “Rest Room” used by other countries.
- I feel conscious and intimidated whenever I'm talking with someone fluent in
speaking in English.
3. How can you improve your spelling of English words as a non-native speaker of the
English language?
- Reading books was a massive help for me because it helps me to familiarize every
word.
4. What are the English words that you always have difficulty writing in correct
spelling?
-I get confused with a word that has a double letter in it, for example, in bookkeeping
I always put a single k letter.
APPLICATION
wikipedia.org
Travel Agency Posters
Materials Needed
This activity creates cultural connections. Explain different types of traditions celebrated
in your province. Give several examples, and compare your local traditions to your
classmates’ own cultures. What are some good similarities to look out for?
Students are going to make destination posters for a travel agency to attract tourists.
Posters include the name of the tradition and pictures that represent the tradition. As
students prepare their posters, they can share more details about each of the traditions.
Students may ask simple questions in the target language, such as: “How do they
dress?” “Where do they meet?” “How much does it cost to….?”
Once the posters are finished, one member of each group stands by their poster to give
a quick explanation to anyone who comes to look. The rest of the class move from
poster to poster while the creators explain the points on the poster and answer any
questions from the others.
Materials Needed
● Role cards
● Situation cards
Students will have a group brainstorming on what kinds of people would use a VIP
lounge at the airport.
● A Prime Minister
● A famous movie star
● A world-famous boxer
● A prince or princess
Students make role cards for the characters, names, personality traits, income levels,
etc. They brainstorm about things that can happen in an airport that passengers always
complain about. For example:
● Security check
● Lost luggage
● Unpleasant ticket agents
● Extra fees
● others
firstgradefactory.blogspot.com
-Ethnocentrism is judging others by our point of view. But why do we need to avoid it?
Everyone is ethnocentric because we always falsely assume others based on our own
experiences while it’s normal for people to assume because to assume is the natural
basis of our reality, so avoiding it is very hard but being aware that we are being biased
on our own beliefs is a huge help for us so we can’t subconsciously offend other people.
And it will build a better environment for you and that person to understand each other.
Suggested Readings
Abdeljaoued, Marii & Labassi, Tahar. (2020). English as the lingua franca of academic
publishing in
Tunisia. World Englishes, 39 (3), 1-14.
Aguilar-Sanchez, Jorge (2005). English in Costa Rica. World Englishes, 24 (2), 161-
172.
Delpit, Lisa and Joanne Kilgour Dowdy (eds.) (2002). The skin that we speak:
Thoughts on language and culture in the classroom. New York: New Press.
Devonish, Hubert (2007). Language and liberation: Creole language
politics in the
Caribbean (second edition). Kingston: Arawak.
Nero, Shondel (ed.) (2006). Dialects, Englishes, creoles,
and education. Mahwah, NJ: Lawrence Erlbaum.
https://cudoo.com/blog/different-varieties-of-english-language/
https://www.britannica.com/topic/English-language/Varieties-of-English
https://www.thoughtco.com/world-englishes-1692509