Supplementary Materials for Conversational Tagalog – Student book
Author: Ranee C. Yangyuen
Publisher: University of Hawai’i at Manoa
Publication date: 1992
Number of pages: 88
Format / Quality: PDF / good
Size: 2,20 MB
Ranee C. Yangyuen
Supplementary materials for
Second Language Teaching and Curriculum Center
University of Hawai’i at Manoa
(macron en la primera )
Lesson 3. Asking for Tagalog Equivalents and Identifying Objects
Lesson 4. Identifying Persons and Occupations
Lesson 5. Asking about a Newcomer
Lesson 6. Describing with Colors, Numbers and Shapes
Lesson 7. Describing People, Objects, Food and Nature
Lesson 8. Giving and Following Instructions
Lesson 9. Talking about Dates and Events
Lesson 10. Inquiring and Explaining about Absences, Excuses and Ailments
Lesson 11. Introducing Members of the Family
Lesson 12. Ownership
Supplementary Materials for Conversional Tagalog consists of a Teacher’s Guide, a Student’s Book and a Reading Text. The purpose of these materials is to expose students of Tagalog 101 (Beginning Tagalog) to the language as much as possible, thereby helping them acquire the language more efficiently. The main focus of these materials is on the development of reading skills, although listening, speaking and writing skills have also been integrated in the tasks of each lesson.
The reading materials used in each lesson are authentic Tagalog language materials, that is, materials written in Tagalog for native speakers of Tagalog. Each lesson is divided into three stages: Pre-reading, While-reading and Post-reading.
In the pre-reading stage, students are prepared for the main reading task by completing activites that will activate their previous knowledge about the topic. The pre-reading stage also helps the students predict what the topic for the lesson is about through visuals such as pictures and / or illustrations, and / or focus the learner on the topic through contextualization. The while-reading state is, as the name suggests, used when the students actually read the material, (skim and scan) and answer questions which are asked about the reading text. In the post-reading stage, the students perform taaks that integrate the four language skills, (i.e., listening, speaking, reading and writing). They may perform tasks prompted by the text and / or act out (role-play) or retell events which occurred in the reading text.
To the Student
This book begins with Lesson 3 (Asking for Tagalog Equivalents and Identifying Objects) and ends with Lesson 12 (Ownership). No reading materials were developed for Lesson 1 (Using Common Everyday Greetings and Inquiries) and Lesson 2 (Extended Greetings, Giving Instructions and Taking Leave) because listening and speaking skills are emphasized in the first two weeks of the semester.
All of the ten lessons (Lesson 3-12) are based on Ramos’ Conversational Tagalog. The Reading Text comes separately from the Students’ Book in order to facilitate execution of the reading tasks and allow for future vision of the materials to meet future changes in language learning approaches.
Each lesson is divided into three types of reading activities: (1) Pre-reading, (2) While-reading, and (3) Post-reading. The Pre-Reading activities are the primary responsability of the instructor. The instructor will help students focus on the reading text through different types of activities. The While-reading activities are the students’ main responsability and are to be completed in class. The students are also held responsible in the completion of the Post-reading activities. However, these activities may be assigned by the instructor as housework.
All activity instructions are in Tagalog in order to expose the students to the language as much as possible and reinforce new vocabulary words through repetition. Nevertheless, definitions of some new words used in the instructions are given in the glossary. Students are encouraged, however, to guess the meaning from context before referring to the glossary.