Unit 15 - Kaugalian, Halagahin, at Pagkatao (Customs, Values & Character)

GAWAIN

(Tasks for Dialog Variation & Role Play)

Gawain  A  Pagbasa.
The teacher assigns the dialog as a home work to study and practice.  In class, the teacher will prepare the students for the activity by going over the dialog, noting the stress (malumay, malumi, mabilis maragsa) rhythmand intonation.  A taped version of the dialog with native speakers speaking can be one of the resources that students can use.  Students are put into groups of five and interpret the dialog.  Each group would present their own presentation of the dialog.  Each presentation will be taped (audio or video).  The tape will be played back and students will grade themselves according to their performance, pronunciation, rhythm, intonation and creativity.  They will also jot down the words that are most frequently mispronounced.  Students practice pronouncing the words with the teacher or refer to the tape.  After the practice when students have corrected their pronunciation, intonation and rhythm, the same groups perform the dialog again and are taped.  Debriefing follows and teacher and students note the improvement or changes when the tape is played back.  Students submit a journal or self-assessment noting their challenges in speaking as well as the strategies they use to come up with the correct pronunciation, intonation and rhythm. 

Gawain B   Noon… (In those days…)

From the dialog, Student A culls the customs or behavior of the inhabitants of the islands.  (hospitality, respect, spirituality, blood compact, pasalubong), and plays the role of interviewee about the customs of the islands. Student B plays the role of Pigafetta, the chronicler of Magellan and interviews Student A or jots down his own observations and say them aloud contrapuntal to what student B is saying.  Students can ask the teacher for needed vocabulary.  Students are encouraged to use the abilitative focus verbs ma-, maka-, magpa-, makapag-, causative verb magpa- as well as the conjunctors introduced in the dialog.  The pair then help each other in correcting each one’s sentences.  They look into the grammar, organization and clarity, vocabulary use.  After this process, they show the dialog to the teacher for final editing.  After correcting the text, the pair can practice and then present their dialog to the class.  The same rubric for speaking in A can be used for this oral presentation.  For Debriefing, the class can talk about how cultures are different and how easily misunderstanding can ensue due to different ways of doing or signifying things.

Gawain C  Ngayon:  Filipino Hospitality

The class is divided into two.  The first group will gather favorable information about Filipino hospitality and the custom of bringing pasalubong.  The second group will be assigned to gather unfavorable information about the custom and reasons for discontinuing the practice.  Previous preparation is needed for this activity.  Each student will interview their family and Filipino friends.  Each person should have at least four merits in support or four reasons against the practice.  The first group goes to one side of the classroom and exchange information with each other in the target language and on a butcher or Manila paper, classify the merits of the custom and write down the most frequently repeated information.  The second group does the same thing.  After coming up with the lists, the first group will try to convince the second group to their side and vice versa.  At this time, it will be a paired activity, one pro and one con trying to persuade the other to their particular side.

After the activity, students report whether they were able to convince the other person to their side and how and why.  For debriefing, students write down their real opinion regarding the matter citing at least one specific example.