Pearl of the Orient Seas METHOD: Cognitive Academic Language Learning Approach (CALLA) CONTENT: Politics and Governance

LEVEL: First Year SKILL AREA: Aural-Oral Communication TASK: Listen and respond to a series of questions using the correct modals. Language Objective: Use the correct modals in conversations. Content Objective: Exchange ideas with a partner using the given set of questions. Strategy Objective: Use the strategy of imagery while listening, selective attention, inventing personal rules from grammar examples, using hesitation techniques (to provide thinking time in a conversation), staying within ones language repertoire, and using known vocabulary and structures FOCUS STRATEGY: Risk Taking MATERIALS: Cut off strips for conversation

PREPARATION ACTIVITY How will I find out what strategies (or general approach) my students already use for this type of task? What have they learned about Modals? 1. At the beginning of class, ask students what they can do to help their country (Various answers: I can be a law-abiding citizen...I can help minimize air pollution by planting trees....) Also ask them what they will do to achieve their dreams. 2. Elicit prior knowledge on the difference of can and will. 3. Ask the name of these words. Find out how they remember it and elicit some more examples of modals. Target strategies: advance preparation, self-evaluation PRESENTATION ACTIVITY How will I model and describe the strategy? What name will I give the strategy? 1. Introduce and discuss the strategy of risk taking (Ellis and Sinclair model), in which learners involve themselves actively in the language learning process. This includes the subcategories on inventing personal rules from grammar examples, using hesitation techniques (to provide thinking time in a conversation), staying within ones language

repertoire, and using known vocabulary and structures. 2. Model the strategy of risk taking in active listening: I will play an audio of the arrival speech of Ninoy Aquino in 1983. This is only an excerpt (some parts are omitted due to time constraint) Before listening: making predictions, setting a goal for listening During listening: Focus on key words, ignoring words that are not known, note taking (since I have to use think aloud to model the strategies, I wont use note-taking but telling the students on the key words I have focused), and paraphrasing I have returned on my free will to join the ranks of those struggling to restore our rights and freedoms through non-violence. (Pause) Think aloud: Ninoy went home to restore democracy in the Philippines which at that time was under Martial Law. But he never delivered the speech because he was shot coming off the plane. I seek no confrontation. I only pray and will strive for a genuine national reconciliation founded on justice. (Pause) Think aloud: will striveor I will strive, meaning, Ninoy expresses willingness to strive for something. A death sentence awaits me. Two more subversion charges, both calling for death penalties, have been filed since I left three years ago and are now pending with the courts. Three years ago when I left for an emergency heart bypass operation, I hoped and prayed that the rights and freedoms of our people would soon be restored, that living conditions would improve and that blood-letting would stop.(Pause) Think aloud: Ninoy prayed that the rights of the Filipinos would be restoredthat lives would improvethat bloodshed would stop which means, these conditions are not met at present and Ninoy had hoped these would be realized in the future. I could have opted to seek political asylum in America, but I feel it is my duty, as it is the duty of every Filipino, to suffer with his people especially in time of crisis. I never sought not have I been given any assurances, or promise of leniency by the regime(Pause) Think aloud: Ninoy could have sought refuge in Americameaning, there was a possibility and he had a choice of doing it but he did not. The country is far advanced in her times of trouble. Economic, social and political problems bedevil the Filipino. These problems may be surmounted if we are united. But we can be united only if all the rights and freedoms enjoyed before September 21, 1972 are fully restored.(Pause) Think aloud: Problems may be surpassedwe can move in one

direction...in here, may and can both express possibility. So Ninoy had strong belief unity and progress are achievable when we are free. The Filipino asked for nothing more, but will surely accept nothing less, than all the rights and freedoms guaranteed by the 1935 constitution the most sacred legacies from the founding fathers. Yes, the Filipino is patient, but there is a limit to his patience. Must we wait until that patience snaps?(Pause) Think aloud: Must connotes advisability and necessity. But when used in the interrogative with sarcasm could mean the opposite of the intended meaning. I have often wondered how many disputes could have been settled easily had the disputants only dared to define their terms.(Pause) Think aloud: Problems could have been solved could expresses possibility if only the condition had the disputants cooperated was met. So as to leave no room for misunderstanding, I shall define my terms: Six years ago, I was sentenced to die before a firing squad by a military tribunal whose jurisdiction I steadfastly refused to recognize. It is now time for the regime to decide. Order my immediate execution or set me free.(Pause) Think aloud: Shall indicates future action and is used in formal English for the first person (I/we). In here, Ninoy set forth his conditions. I was sentenced to die for allegedly being the leading communist leader. I am not a communist, never was and never will be.(Pause) Think aloud: He is sure that even in the future, he will never be a communist. National reconciliation and unity can be achieved, but only with justice, including justice for our Muslim and Ifugao brothers. There can be no deal with a dictator. No compromise with dictatorship. In a revolution there can really be no victors, only victims. We do not have to destroy in order to build.(Pause) Think aloud: The first can is paired with the affirmative verb; the last two, with the negative, which further connotes a warning. Target strategies: selective attention, inferencing, elaboration 3. Remind students that in risk-taking strategy, accuracy is not the focus but on the meaning the students are getting at in interpreting information and sharing it with another learner. 4. Ask students how are they listening to the think aloud model of the teacher.

Target strategies: self-monitoring and self-evaluation PRACTICE ACTIVITY How will students practice the strategy?

1. Let students read (silently) the passage Pearl of the Orient Seas. Remind them to skim for the important details and unlock difficult words. Teach reading strategies: BEFORE READING: Think of What I Know, Make Predictions, Set a Goal WHILE READING: Focus on Key Words, Create Mental Pictures AFTER READING: Summarize and Answer Key Question Target strategies: advance organization, selective attention, note taking 2. After reading, assign them in small groups (4 to 5 members). 3. Ask the students to discuss and guess meaning of difficult words in their group using dictionaries or context clues. Target strategies: resourcing, getting meaning through context clues 4. Let students fill out the graphic organizer with information about the passage. Go around and check to see how they are doing, giving feedback on their work. Target strategies: cooperation, questioning for clarification 5. For the language objective, ask students to list down the verbs in past forms used in the passage and let them use the verbs in making their own sentences. Target strategies: elaboration, transfer

SELF-EVALUATION ACTIVITY How will students assess their success with the strategy? 1. Ask students to read through the passage again, and then turn the paper over and write their answers to these questions: What does this passage talk about? How did the Philippines get its name Pearl of the Orient Seas? When do we use the past tense of the verb? 2. Are summarizing and imagery (mental images, graphic organizer) helpful in remembering new information?

EXPANSION ACTIVITY How will I make sure that students transfer the strategy to other tasks and situations? 1. If time allows I will ask students to tell about the story of their place of origin. They will share their story in their assigned group. Then the group will take note on each story and re-echo the groups best stories in class. Target strategies: transfer of summarizing and imagery strategies in reading to listening, continue develop academic language (as new terms are encountered in reading the history of their place), drawing parallels with the material Pearl of the Orient Seas