LESSON 1

Elaborate

It serves as a means of communication.

It isn't, however, the only one. There are various forms of communication, signing and conveyance of
meaning which do not count as language. Traffic signs for instance convey a meaning and are meant to
be understood by the viewer but they don’t constitute a language or part of a language. Grammar, or a
set of meaningful arrangements of meaningful items within the physical form of the language that are
meaningful in and of themselves, is required for something to be a language. Traffic signs, emojis, and
other non-linguistic symbols have meaning only as individual items and cannot be combined into a more
complex utterance like a sentence using grammar.

Language and thought have a complicated relationship. Some ideas are expressed through language,
whereas others are not. Language can somewhat communicate idea, but it never does so precisely, and
an audience never fully comprehends what the speaker or writer is trying to convey. Language and
thinking can grow and improve each other: while babies and children who grow up without language
have some thought, those who learn languages and communicate with others using them will always
have a better comprehension. In turn, more complex and powerful thought necessitates more
sophisticated language, resulting in new terms and more complex texts.

The four abilities can be categorized in a different way. Listening and reading are receptive skills
because they require learners to process and comprehend language that is communicated to them
orally or in writing. Because learners must produce language to communicate their ideas in either
speech or text, speaking and writing are referred to as productive skills.

Language learners frequently have better receptive skills than productive abilities, meaning they can
understand more than they can output. Teachers frequently link exercises to help students improve
their receptive and productive abilities.

Language learning includes reading, writing, speaking, and listening. The traditional approach to learning
a new language was to grasp what you were learning as you progressed through basic words and
grammar structures, much like you would when learning your original language in school. This means
you'll learn to write new words and phrases while also learning to read them and use them in
conversation. Listening came last, owing to the fact that native speakers' pronunciations differ from how
an academic language is pronounced for teaching reasons.

Evaluate

Sample 1 falls under strategic as it solves communication problems.

Sample 2 falls under discourse.

Sample 3 falls under sociolinguistics.

Sample 4 falls under grammatical as it is observed that it lacks grammatical suitability.

LESSON 2

Elaborate

The distinction between microlinguistics and macrolinguistics is that macrolinguistics examines how
language affects society and vice versa, whereas microlinguistics examines the finer points of language,
such as syntax, phonetics, grammar, and phonology.

A descriptive grammar is a study of a language's structure and norms as they are applied in everyday life
by speakers from all walks of life, including both standard and nonstandard variants. On the other hand,
a prescriptive grammar explains how a language and its grammar rules should be utilized. A
prescriptivist approach to language suggests a dichotomy between "good grammar" and "poor
grammar," with the emphasis on standard grammar and syntactic structures.

Rather than defining how language is actually used, 'prescriptive grammar' refers to a set of rules that
control how sentences should or should not be created.

Descriptive grammar focuses on explaining language in its current state, rather than how it should be
used. It is based on the language of the people who speak it.

Synchronic linguistics is the study of language at a certain point in time, whereas diachronic linguistics is
the study of language over time. Thus, the primary distinction between synchronic and diachronic
linguistics is their study emphasis or perspective. Language evolution is the focus of diachronic
linguistics, whereas synchronic linguistics is not. Furthermore, the former concentrates on grammar,
classification, and order of a language's features, whereas the latter focuses on comparative linguistics,
etymology, and language evolution.

Evaluate

An example of the difference between connotation and denotation

can be found in the distinction between the words "childish" and
"childlike." While the denotations for these two words are essentially
identical, the first has a more insulting connotation while the latter
reads as more whimsical and positive.
There was a time where me and my friends were just fooling around the school. I told them they were
childish, but then the were offended for a moment. They thought I was pertaining to them as childish,
an insulting connotation. However, I explained to them that what I meant was they were just like
children, or childlike, which is whimsical and positive.

We had different associations of meaning because as far as I can tell, they only knew the word childish
as having a meaning of an immature one. Whereas for me, I meant to say that the were like children.
LESSON 3

Elaborate

English

The concept of the English Language as a global means of communication in a variety of dialects, as well
as the movement toward an international standard for the language, is known as World English.

Englishes

Any language variety of English, including those developed by communities where English was not
indigenous in modern history, is referred to as a world English.

World Englishes

Localized English: adaptation or appropriation of language

Functioned as nationality markers, especially phonology (dialects)

Postcolonial Englishes: English in the outer circle

Expanding circle (Kachru’s model)

Diversity of English: Singlish, Chinglish, Korean English, Japanese English

Standard English

Standard English can be defined as a current and literary form of English that is substantially uniform
and widely accepted wherever English is spoken or understood. Standard English is the most widely
accepted and understood variety of English, whether within a single English-speaking country or across
the globe.

Evaluate

1. Learning and speaking English is crucial not only for Filipinos, but also for everyone else on the planet.
Because it is currently one of the most widely used languages on the planet. It is advantageous to be
fluent in English in order for Filipinos to communicate effectively, particularly with other foreigners.

Because English is now one of the most important and valuable languages that Filipinos need to learn,
every school in the Philippines has an English course. You will observe that youngsters can speak English
fluently even at an early age. In comparison to other countries, we have the advantage that the majority
of Filipinos can actually speak and understand English. Filipinos today are able to easily adjust to
significant changes in communication abilities. They are now prepared to communicate with people
from all around the world on a more advanced level since they are fluent in English. Filipinos understand
that speaking English may boost their confidence and make it easier for them to get work.
Your personality can be boosted by being able to communicate effectively in English. Because people all
around the world know how to speak and comprehend English, it opens up a lot of doors for you in
terms of applying for jobs and traveling to different countries. The majority of Filipinos learn English so
that they can do business with a foreign investor in the near future. English is now included in every
school curriculum, allowing Filipino students to begin their journey toward becoming fluent in English
speakers in the future.

2. Professor of Linguistics Braj Kachru invented the term "World English."

The term 'World English' refers to the usage of the English language as a global means of communication
in a variety of dialects around the world. It also refers to the movement to establish a "international
standard" for English. Kachru created a model of the various ways in which English is used around the
world. The inner circle, the outer circle, and the expanding circle are the three concentric circles that
make up this model.

The inner circle

The 'traditional bases' of English, such as the United Kingdom, the United States, Australia, New Zealand,
Ireland, and anglophone Canada, make up the inner circle. In these countries, English is considered a
'first' language. The inner circle countries, according to Kachru, are 'norm-providing,' meaning they
produce English language norms.

The outer circle

The outer circle includes places where English is not spoken natively but is nonetheless used as a
significant means of communication (e.g., as an official'second' language or as the nation's official
language for business and trade) owing to historical causes. India, Nigeria, the Philippines, Bangladesh,
Pakistan, Malaysia, Tanzania, Kenya, non-anglophone South Africa, and Canada are among these
countries. These countries are classified as 'norm-developing,' according to Kachru, because the inner
circle's norms are further developed and reproduced in the outer circle.

The expanding circle

Much of the rest of the world's population is included in the widening circle, which includes countries
that do not see English as a historical or governmental language, but rather as a foreign language or
lingua franca. The majority of Europe, China, Russia, Japan, Korea, Egypt, and Indonesia are all instances
of such countries. These countries are 'norm-dependent,' meaning they are completely reliant on the
norms created by the inner circle's native speakers. They don't usually create or duplicate 'Englishes.'
POST ASSESSMENT

(paraphrase mo lang into simpler words)

Carlos Yulo failed to defend his title as he finished fifth in the floor
exercise final of the 50th FIG Artistic Gymnastics World Championships
Saturday at Kitakyushu City Gymnasium in Japan.

The 21-year-old dynamo had a bittersweet result of 14.566–with 8.266

execution and 6.6 difficulty–as he got slapped with a -0.3 deduction after
he landed out of bounds in his second tumbling.

Without the deduction, Yulo could’ve won the gold ahead of eventual
winner Nicola Bartolini of Italy, who earned a score of 14.800 (8.6
execution and 6.2 difficulty).

Yulo still has a chance to win medals in the vault and parallel bars finals
scheduled for tomorrow.
Carlos Yulo scored the highest in difficulty but got slapped with a -0.3
deduction after he landed out of bounds in his second tumbling. Japan’s
Minami Kazuki won silver with a score of 14.766 on 8.266 execution and 6.5
difficulty while Emil Soravuo of Finland claimed the bronze at 14.700, 8.7 execution
and 6 difficulty.
South Korea’s Ryu Sunghyun came in fourth with a score of 14.6 on 8.1 execution
and 6.5 difficulty.
Kaya Kazuma of Japan finished sixth with a score of 14.533 on 8.633 execution and
5.9 difficulty while Kazakhstan’s Milad Karimi was seventh at 14.333 on 7.933
execution and 6.4 difficulty.
The Great Britain’s Hayden Skinner rounded out the table finishing eighth with a
score of 14.1, 7.9 execution and 6.5 difficulty. He was also slapped with a -0.3
deduction for going out of bounds in his first tumbling.
https://sports.inquirer.net/439700/carlos-yulo-places-5th-fifth-in-floor-exercise-defense-at-worlds

Carlos Yulo failed to defend his title when he finished fifth in the floor exercises final of the 50th FIG
Artistic Gymnastics World Championships on Saturday at Japan's Kitakyushu City Gymnasium.

The 21-year-old dynamo had a bittersweet result of 14,566 - with 8,266 runs and 6.6 difficulty levels -
when he was beaten with a deduction of 0.3 after falling off the track during his second tumble.
 Without the deduction, Yulo could have won the gold medal for eventual winner Nicola Bartolini of
Italy, who scored 14,800 (8.6 execution and 6.2 difficulty).

Yulo still has a chance to win medals in the jump and parallel bars finals scheduled for tomorrow.

Carlos Yulo scored the highest difficulty, but was beaten with a deduction of 0.3 after going out of
bounds on his second tumble. Japan's Minami Kazuki won silver with a score of 14.766 in 8.266 runs and
6.5 in difficulty, while Finland's Emil Soravuo took bronze in 14.700, 8.7 runs and 6 in difficulty.

South Korean Ryu Sunghyun finished fourth with a score of 14.6 out of 8.1 execution and 6.5 difficulty.

Kaya Kazuma of Japan finished sixth with a score of 14,533 out of 8,633 runs and a difficulty of 5.9,
while Kazakh Milad Karimi finished seventh with 14,333 out of 7,933 runs and a difficulty of 6.4.

Briton Hayden Skinner finished the table in eighth with a score of 14.1, 7.9 in execution and 6.5 in
difficulty. He was also beaten with a deduction of 0.3 for going out of bounds on his first tumble.
Carlos Yulo failed to shield his title as he finished fifth in the ground workout remaining of the fiftieth FIG
Artistic Gymnastics World Championships Saturday at Kitakyushu City Gymnasium in Japan.
The 21-year-old dynamo had a bittersweet result of 14.566–with 8.266 execution and 6.6 difficulty–as
he got slapped with a -0.3 deduction after he landed out of bounds in his 2d tumbling.
Without the deduction, Yulo could’ve won the gold in advance of eventual winner Nicola Bartolini of Italy,
who earned a rating of 14.800 (8.6 execution and 6.2 difficulty).
Yulo still has a threat to win medals in the vault and parallel bars finals scheduled for tomorrow.
Carlos Yulo scored the perfect in problem however received slapped with a -0.3 deduction after he landed
out of bounds in his 2nd tumbling. Japan’s Minami Kazuki won silver with a score of 14.766 on 8.266
execution and 6.5 challenge while Emil Soravuo of Finland claimed the bronze at 14.700, 8.7 execution and 6
difficulty.
South Korea’s Ryu Sunghyun came in fourth with a score of 14.6 on 8.1 execution and 6.5 difficulty.
Kaya Kazuma of Japan completed sixth with a score of 14.533 on 8.633 execution and
5.9 difficulty while Kazakhstan’s Milad Karimi used to be seventh at 14.333 on 7.933 execution and 6.4
difficulty.
The Great Britain’s Hayden Skinner rounded out the desk finishing eighth with a score of 14.1, 7.9 execution
and 6.5 difficulty. He was additionally slapped with a -0.3 deduction for going out of bounds in his first
tumbling.