Bohol Island State University – Main Campus

College of Teacher Education

Lesson Plan for EL 101- Language, Culture and Society

May 10, 2022

Student Teacher:
Mylen B. Kibir
I. Objectives
At the end of the session, 80% (or 85%) of the students are expected to:
a. explain the different theories and hypotheses about the origin of language
through an oral question and answer;
b. examine the key concepts of the theories and hypotheses through a True or
False activity;
c. create a Venn Diagram comparing Darwin’s and Saussure’s hypotheses on the
origin of language; and
d. reflect on the relevance and essence of the accounts on the origin of language
to themselves as English educators through question and answer.
II. Subject Matter
Topic: Accounts on the Origin of Language
Strategy: Interactive Discussion
Materials: Photos
Values Integration: Understanding, appreciation, and improvement of self-esteem.
Materials: Photos
References: Mananay, J. A. & Sumalinog, G. G. (2021). Language, culture and
society. Lorimar Publishing, Inc.: 10B Boston Street, Barangay
Kaunlaran, Cubao, Quezon City.
https://www.thoughtco.com/where-does-language-come-from-
1691015#:~:text=The%20Bow%2DWow%20Theory,splash%2C%20
cuckoo%2C%20and%20bang.
Duration: 1 Hour
III. Methodology (5 A’s)
A. Awareness

Teacher’s Activity Student’s Activity

1. Greeting
T: “Good morning, class…” S: “Good morning, Ma’am…”
2. Prayer
T: "Okay everyone, let us have our (Students bow their heads and pray.)
prayer first. Can we have Jessa to
lead the prayer?"

(The assigned prayer leader leads

the prayer)
3. Checking of Attendance
T: “Now for the checking of (Students will follow.)
attendance, class mayor will you
please do the honor. List the
students who are with us today and
please send the list after our virtual
meeting. For those who are absent,
please tell them to message me their
reasons. Is that understood? Okay,
Thank you.”

T: “Before we begin, please set (Students will follow and answer.)

aside the things that might distract
you. And I hope that the things you S: "Yes Ma'am!"
need are already within your reach
like your notebooks, pens, and also,
prepare a glass of water nearby to
refuel yourselves. You can jot down
in your notebooks if you want to take
notes, but if you can't catch up, don't
worry because we will be posting the
handouts on the Google Classroom
after our virtual meeting. And class,
if you have concerns please say
“Excuse me, Ma’am”. Then, provide
your family name before saying your
concern. Is it clear?”

4. Review
T: “Thank you. Now, let us have a
recap. Yes Roselle, what did we S: “Last meeting, we discussed about
discuss last meeting?” Multilingualism.”

T: “Very Good! Can you share to us

what Multilingualism is?” (Student will answer the question.)

S: It is generally understood to mean as

knowledge of more languages than a
T: “Okay! Thank you!” native language.
T: “What do you mean by maximal
and minimal multilingual?” S: “Maximal Multilingual is someone
who is equally proficient in two or more
languages while Minimal Multilingual is
someone who can successfully deliver
his message despite not being fluent in
the 2nd or 3rd language.
T: “Very Good! How about Monica,
can you share to us real-life
examples that depict any of the (Student will answer the question with
various causes of multilingualism her own ideas.)
such as Globalization, Migration,
Colonialism, and Intermarriage?

T: “Great, Monica. Thank you! How

about Niña Thea, can you also
share another real-life example (Student will answer the question with
depicting the said causes?” her own ideas.)

T: “Okay, very good! You also

tackled Monolingual and Bilingual.
So, Brian can you share to us at
least 2 countries that are
monolingual, 2 countries that are
bilingual, and another 2 countries
that are multilingual?
S: “China and Spain are monolingual
countries, while Philippines and
Canada are bilingual. Then, Singapore
and Switzerland are multilingual
countries.”

T: “Impressive, Brian. Thank you,

also to everyone who shared their
ideas, Great job! You were able to S:" It improves our creation and
grasp the important concepts and appreciation of cultural awareness,
facts of multilingualism. Again Ma’am."
multilingualism is a language term
that moves from monolingualism,
beyond bilingualism into the realm of
knowing many or multiple
languages. And being multilingual
possesses a lot of benefits which
include a greater potential for
creativity, being able to see the
world through different lenses, being
better in problem-solving, having
enriched information processing and
it helps the brain to sharpen its
ability to focus. Now, what is the
 importance of multilingualism in
Education?

T:”Correct, it enhances creation and

appreciation of cultural awareness, S:”Yes, Ma’am.”
adds academic and education value,
enhances creativity, and adjustment
in society and appreciation of local
languages. I believe that you already
understood your previous lesson.
Keep that up class! Now, are you
ready for our next topic?"

5. Motivation
T: “Class, can you please open your
cameras. Thank you.”
(Students will follow)
T: “And before we proceed, let us
have our motivational activity first.
So our activity is composed of two S: "Yes Ma'am!"
parts. For the first part, I will be
showing you onomatopoeic sounds.
Now, you need to identify what
causes these sounds or under what
situations are these sounds created.
For example, the sound “vroom,
vroom” indicates a car or vehicle
moving, then a “bang” sound is
created when a gun is being fired. Is
it clear class?”

T: “Okay, so let us start the first part.

If you want to answer just say your
family name. Produce the sound (Students will say there family name if
then give your answer, after you they want to answer.)
share your answer we will
immediately check it.”

(Teacher presents at least 6 sounds

for the said motivation.)
(Students will answer.)

1. MIAU!!! The correct answers are:

2. OUUIIWIOOUIUIWIIII!!!
1. The “meow” sound of a cat
3. WHOOSH!!!
spelled in German.
4. WHAM!!!
2. A sound of a police car, siren.
 5. SPLOOSH!!! 3. The sound of air or wind.
6. BOING! 4. The sound of a solid blow; hitting
something solidly.
5. When something hits on water.
6. The sound of something
T: “Okay, thank you so much class bouncing.
for that! Now let us proceed to the
second part. In here, I will give you
interjections with descriptions on
how they should be expressed.
What you will do is to express these
interjections properly.

(Teacher presents at least 5

interjections for the second part.)
(The students will deliver their assigned
interjections properly.)
1. AAH – Used as a call for help
or when someone is scared.
2. WHOA- Showing surprise or
amazement.
3. YOO-HOO- Used to get
someone’s attention.
4. PHEW – Expressing relief or
gladness something is over.
5. OOH-LA-LA – A slightly
comical way to refer to
something as fancy or special.

T: “Great, that was amazing! You

were able to express the given
interjections properly, class.
Everyone, please give yourselves a (Students will follow)
round of applause. You all were
great and showed enthusiasm in our
activity!”

T: “Okay class, in our activity you

encountered different onomatopoeic
sounds. From that class, do you
have any idea what our lesson for S: “Our lesson for today is all about the
today is? Yes, what do you think is different hypotheses and theories of
it? the origin of languages Ma’am wherein
some has something to do with the
T: “Yes, thank you. You are correct, sounds we encountered earlier.
today our discussion will be about
 the different theories and
hypotheses about the origin of
language or the Accounts on the
Origin of Language.”

T: “Before we proceed, let me read

our objectives for today, class.”

I. Objectives
At the end of the session, 80-85%
of the students are expected to:

1. explain the different theories

and hypotheses about the
origin of language through oral
question and answer;
2. examine the key concepts of
the theories and hypotheses
through a True or False
activity;
3. create a Venn Diagram
comparing Darwin’s and
Saussure’s hypotheses on the
origin of language; and
4. reflect on the relevance and
essence of the accounts on the
origin of language to
themselves as English
educators through question
and answer.

T: “We will achieve these if you give

your full attention, participation, and
cooperation. Will you?”
S:”Yes, Ma’am!”
6. Presentation
T: “As you said, our lesson for
today will be about the Accounts on
the Origin of Language. Now class,
how did you think language began? (Students will answer.)
Yes, Sheila Mae?’’
S:”I think it began by imitating sounds.
T: “Very well said, Sheila. Scholars Ma’am.”
repeatedly asked these questions:
What was the first language? How
did language begin — where and S:”The Bow-Wow Theory, Ma’am.”
 when? However, no matter how
many times we asked these
questions we seem to not reach to a
satisfying and sound answer. Yet,
many scholars have crafted their
own theories to come up with at
least logical and reasonable
answers. And these theories are
what we will discuss today. Do you
know of any theory about the origin
of language class?”

T: “Yes, we have the Bow-Wow,

Ding-Dong, etc. There are actually a
lot of theories but before we get to
know them more, let us have
another activity first.”

B. Activity

Teacher’s Activity Student’s Activity

(Teacher lets the students answer the (Students will answer.)

following activity.)

True or False

Directions: Identify whether the (Students will answer the activity.)

following statements are true or false
and provide a brief explanation to
support your answer. The correct answers are:

1. The Yo-He-Ho theory suggests 1. False- The Yo-He-Ho Theory

that language evolved when our
ancestors imitated the sounds of
birds, rivers, streams and any
other natural sounds.
2. One theory by Noam Chomsky
suggests that a genetic mutation
occurred in one of our ancestors
and this enabled his ability to
speak and understand language.
3. Love, play, and songs could also
be the origin of language.
4. The Pooh-Pooh Theory claims
that language began when our
centers on the rhythmic chants
and grunts while working as the
origin of language.
2. True- The Genetic Mutation
Theory of Noam Chomsky
believes that a genetic mutation
enabled one of our human
ancestors to create language.
3. True- This is the claim of The La-
La Theory by Otto Jespersen.
4. False- The Pooh-Pooh Theory
believes that speech began
with interjections such as “Oh!”
 ancestors assigned sounds to
objects that they see.
5. Whitney’s Origin of Language
focuses on the natural sound of
human cries as the beginning of
human speech.
6. Language began with
interjections like “Ow” and “Ahh”
according to The Bow-Wow
theory.
7. It is believed that mothers used
to put their babies down when
they go foraging and to ensure
that the babies feel that they are
not abandoned, the mothers
would call them and use facial
expressions. From this,
language developed.
5. True- Whitney’s Origin of
Language says that the source of
human speech is anchored on
the natural sound of human
cries.
6. False- The Bow- Wow Theory
focuses on the imitation of
natural sounds as the beginning
of language.
7. True- This is from the “Putting
the baby down” Hypothesis.

T: “Great job, class! You were able

to determine what was false and
true, you were able to examine the
key concepts of the theories and
hypotheses. But let us get to know
more these theories and
hypotheses.”

C. Analysis
Teacher’s Activity Student’s Activity
(Teacher will ask questions during the
interactive discussion.)

T: “You are all familiar with the word (Students will answer)
“Language”. And as English majors,
we encountered it countless times, S: “Language is a system of symbols,
but what again is language, class?” such as sounds and character
sequences that can be combined in
various ways following a set of rules,
especially to communicate thoughts,
feelings, or instructions.”

T: “Yes, correct! It is a system of S: “The functions of language include

conventional spoken, manual communication, the expression of
(signed), or written symbols by identity, imaginative expression, and
means of which human beings, as emotional release.”
members of a social group and
participants in its culture, express
themselves. A system of symbols
with several levels of organization,
at least phonetics (the sounds),
syntax (the grammar), and
semantics (the meanings). And what
do you think are the functions of
language class?

T: “You are right class, aside from (Student will answer.)

the main function which is
communication. Language is what
enables us to express who we are
as social beings, what culture and
tradition we possess as part of our
identity. It is also a medium for us to
materialize our imaginings and
creativity through words either
spoken or written, and lastly, it is
through language that we bring out
our emotions when we talk with
peers, colleagues, families, or
anyone. Language translates the
thoughts and feelings that we have.
Now, Noam Chomsky, class also
described language. He said that “A
language is not just words. It’s a
culture, a tradition, a unification of a
community, a whole history that
creates what a community is. It’s all
embodied in language.” So, Pauline
Isabel, can you explain what
Chomsky meant with this?”

T: “Thank you for that wonderful (Students will listen.)

explanation, Pauline. Indeed,
language carries meanings and
references beyond itself. The
meanings of a particular language
represent the culture of a particular
social group. And language carries
the behavior and cultural customs of
a society. Language and culture
share an intimate relationship. At the
same time, language unifies a
community as it is through language
that people understand each other.”

T: “But then again class, how did

language began? When and where
did it began? Bernard Campbell
states flatly in “Humankind
Emerging” (Allyn & Bacon, 2005),
“We simply do not know, and never
will, how or when language began.”
But some scholars came up with
theories and hypotheses that could
possibly provide answers to these
questions. And so here are the
theories and hypotheses on the
origin of language.

T: “Let us first start with the five most

known theories. First on the list is (Students will answer by giving his/her
The Bow-Wow Theory. From our ideas)
activity earlier, can anyone define
this theory? S:”It says that language began when
our ancestors imitated the natural
sounds.”
T: “According to this theory,
language began when our ancestors (Students will answer.)
started imitating the natural sounds
around them. The first speech was S:”Rawrr…”
onomatopoeic — marked by echoic
words such as moo, meow, splash,
cuckoo, and bang. Can you give
more examples class of natural
sounds that could have been
possibly imitated by our ancestors?”

T: “Yes very good, so this theory

asserted that whatever the early
humans heard, they imitate it. When (Students will listen.)
they heard the birds say “tweet-
tweet”, the snakes “hiss”, they would
repeat these sounds and use them
to refer to the animals that they
came from, that is how they
communicate with the others and
then eventually from this simple
imitation, it is said that language
flourished. The early bow-wow
theory of language was first
introduced by Friedrich Max Müller,
a philologist who was at a later stage
criticized about his point of view
(Sprinker, 1980). It is imitation of
sounds in nature (Moran and Gode
1986) but specifically, the sounds
from animals were the most imitated
from the environment.”

T: “However, class there are people

who criticized this theory, one of
which is Thorndike. If you already (Students will answer by giving his/her
took the subject Facilitating Learner- ideas.)
Centered Teaching, you will
remember Thorndike as an
influential psychologist known for his
learning theories. Now, what do you
think are the problems with this
theory?”

T: Yes, thank you! Its critics asserted

that relatively few words are
onomatopoeic, and these words (Students will listen.)
vary from one language to another.
A dog’s bark, for instance, is heard
as au au in Brazil, ham ham in
Albania, and wang, wang in China
and they said that many
onomatopoeic words are of recent
origin, and not all are derived from
natural sounds. This theory only
works to a limited extent as it
becomes quite difficult to imitate the
sound of a rock, a tree or a cave nor
does it explain how grammar or
syntax developed.

T: “The second theory is The Pooh-

Pooh Theory. Can anyone explain
what this theory is all about? (Students will answer by giving his
ideas.)
 S:”It claims that language starts from
T:”That was well-explained, thank the interjections made by the early
you! It holds that speech began with humans.”
interjections — spontaneous cries of
pain ("Ouch!"), surprise ("Oh!"), and (Students will answer by giving his
other emotions ("Yabba dabba do!"). ideas.)
It says that the first words developed
from natural cries of emotion made
by the first humans. So our
ancestors’ exclamations of joy,
anger, pain, or surprise they say
could be the very first utterances of
our ancestors. But then again, this
theory, like the first one was also
criticized. What do you think were
their criticisms?”

T: “They say, that emotional

expressions such as “Ah!” are
mostly produced with sudden
intakes of breath and happen rather (Students will listen.)
unintentionally. The expressive
noises people make as an emotional
reaction can hardly be considered
as words and are therefore unlikely
to be the source of language.”

T: “Now, third on the list is the Ding-

Dong Theory. Yes, Nathaniel can
you share your ideas about this
theory?”
(Students will answer by giving his
T: “Well done, Nathaniel! This ideas.)
theory, favored by Plato and
Pythagoras, maintains that speech
arose in response to the essential
qualities of objects in the (Students will answer by giving his
environment. The original sounds ideas.)
people made were supposedly in
harmony with the world around S: For example, Ma’am. Our ancestors
them. It claims that language, words, heard a “boom” when they first heard a
and individual sounds are connected thunder and from that phenomena, they
through nature, such as applying started associating the sound “boom” to
certain sounds more frequently to a thunder.
particular phenomena. Can anyone
cite a particular example for this
one?

T: “Okay, very good! The main idea

of this theory is simply that language
began when humans started naming
objects after a relevant sound that (Students will answer by giving his
was already involved in their daily ideas.)
life, that speech reflects a resonance
or harmony connected with the real-
world objects, and that objects were
named after their real-world
properties such as boom for
thunder, or tun-tun for the heart. Per
this hypothesis also, splash would
have become the word for rain and
oink would have become the name
for a pig. But then, like the other
theories, problems also arose with
this theory. What do you think are
these problems? ”

T: “Very good. The critics said that

this does not explain how abstract
words were named. The theory also
fails to satisfactorily account for
most words in modern languages, (Students will listen.)
and must be resultantly be
approached with a fair amount of
skepticism. This theory class was
originally proposed by Max Muller,
though he himself later abandoned
it.

T:” Moving forward class, our fourth

theory is The Yo-He-Ho or The Yo-
Heave-Ho Theory. Now, Merjewry,
can you read and share to us your
ideas about this theory? (Students will follow.)

T: “Thank you, Merjewry. According

to this theory, language evolved
from the grunts, groans, and snorts
evoked by heavy physical labor.
These rhythmic chants and sounds (Students will answer by giving his
were used to coordinate their ideas.)
movements as they worked together
to accomplish formidable tasks. This S:”Our ancestors when digging, they
theory class, claims that language would do some working song, Ma’am to
originated from the cooperative be in sync.
efforts of human beings. This is
exemplified by marching chants and
working songs. This theory is quite
effective at explaining the rhythmic
features of human speech. So can
you cite some examples or sample
scenarios that depict the Yo-He-Ho
theory class?”

T: “Yes, thank you for that! So of

course during heavy physical labor,
when you lift something heavy, you
might let out a groan or other kind of
sound right, and some have
rhythmic chants to encourage (Students will answer by giving his
coordination in their work, if you ideas.)
remember in Snow White and the
Seven Dwarves, there was this
particular scene where they were
working and they had this chant or
song. So that is somewhat the same
scene that this Yo-He-Ho theory is
depicting. However, similar to the
previous ones, this theory was also
questioned. What do you think are
the criticisms of this theory? Yes,
Dianne Nicole?

T: “Very good, so the critics said that

this does not explain where the
words themselves came from. It
cannot also account for all words in
any language. This theory may also
be somewhat over-imaginative as (Students will listen.)
only a small percentage of words
may be attributable to such sources.
This theory is also somewhat difficult
to verify in comparison with other
theories.

T:” Now, the fifth theory class is The

La-La Theory. Yes, Junelito, would
you like to share your ideas about
this theory?”

(Students will answer by giving his

T: “That was amazing, thank you! It ideas.)
was proposed by Danish linguist
Otto Jespersen that claims speech S:”It believes that language started from
originated in song, play, laughter, songs.”
and other aspects of romantic side
of life. He also argues that some of (Students will answer by giving his
our first words were long and ideas.)
musical rather than short grunts
some theories supposed we started S:”Humming while playing, Ma’am.”
with. Now, can you give an example/
sample situation class?”

T: ”Thank you. So this theory

includes the wordless humming,
wordless songs of people which they
do to sexually attract others or as
something that they produce while
playing. But this theory also has its (Students will listen.)
problems. This theory appears more
to reflect the flights of fancy of its
creator than be mired in ground
realities. David Crystal in “How
Language Works” (Penguin, 2005)
also notes that this theory still fails to
account for the gap between the
emotional and the rational aspects
of speech expression. So this theory
is only concerned with the emotional
fantasies and does not provide an
explanation as to how words were
formed through it, and how it was
able to form a language that we
have come to use until today. So
these are the concerns of the
critics.”

T: “Now class, aside from these

common five, we also have another
four hypotheses and theories about
the origin of language. We have the
Genetic Mutation of Noam
(Students will answer.)
Chomsky. Does anyone have any
idea what this is all about?” S:”It suggests that genetic mutation is
what enabled us to speak, Ma’am.”
T: “Yes, correct. It theorizes that
language was created from a
genetic mutation from one of our
human ancestors. This human
ancestor developed the ability to (Students will answer by giving his
speak and understand language and ideas.)
he passed this on to his offspring.
According to Chomsky, 1988, S: “Yes, Ma’am. I think among the other
“Perhaps at some time hundreds of theories, this one makes the most
thousands of years ago, some small sense to me.”
change took place, some mutation
took place in the cells of pre-human
organisms. And for reasons of
physics which are not yet
understood, that lead to the
representation in the mind/brain of
the mechanisms of discrete infinity,
the basic concept of language and
also of the number system. That
made it possible to think, in our
sense of thinking. So now humans—
or prehumans—could go beyond
just reacting to stimuli and could
construct complex structures out of
the world of their experience, and
now, the world of their imagination.
Perhaps that was the origin of
human language. This was the
speculation of Chomsky. How about
you class, do you agree with
Chomsky?”

T:”Thank you for sharing your stand.

But, like the other theories we
tackled, this was also questioned.
For instance, University of Colorado-
Colorado Springs Psychology (Students will listen.)
Professor Frederick L. Coolidge said
that “Chomsky’s contention has little
or no genetic support, one gene
does not suddenly cause
hierarchically structured language.”
T:”Next class, we have the Vocal
Grooming of Dunbar. Anyone who
wants to share his ideas about this
hypothesis?”

T:”Indeed, thank you for that. Robin (Students will answer by giving his
Dunbar’s theory is based on the ideas.)
notion that people needed to find a
more efficient form of grooming as
communities began to grow larger.
Wanting to keep their peers with (Students will answer.)
them, humans groom themselves
and so did the vocals develop. S:”Through social communications,
Humans need to be together with Ma’am.”
other humans so they needed to use
sounds like early conversations
similar to gossip in our modern
times. It simply means class that the
emergence of language in the
primate lineage is that manual
grooming, seen in most primates,
has been gradually replaced by
vocal grooming, eventually leading
to the emergence of spoken
language. This is based on the
observation class that similar to
manual grooming, human language
plays a key role in building and
maintaining affiliative bonds and
group cohesion. Grooming, class
refers to the common practice of
primates where they spend hours
ruffling through each other’s fur to
remove loose skin or burrs caught in
fine hairs. This is their reliable index
of the closeness of the social bond
between them. The reason why
these bonds are important is
because this is their defense against
social dominance, it is their way of
gaining allies and what maintains
this alliance is mutual grooming. But
according to Dunbar, this has
become too time-consuming, and to
respond to this problem, they came
up with a new form of grooming.
Class, do you have any idea how
this vocal grooming happens?”

T:”You have the idea, this vocal

grooming happens through gossip.
Dunbar says that gossip is an
instrument of social order and
cohesion. They gossip to cement
bonds, make friends, and influence
fellow primates. On its criticisms, (Students will listen.)
one says that the theory does
nothing to explain the crucial
transition from vocal grooming- the
production of pleasing but
meaningless sounds to the cognitive
complexities of syntactical speech.”

T:”Next class, we have the putting

the baby down hypothesis. Jennie,
please read and explain.”

T:”Very good! So class, this theory

pertains to the early forms of
Motherese. Motherese as defined in
the PTBD hypothesis, is verbal and (Students will follow.)
also covers facial expressions, body
language, touching, patting,
caressing, and even laughter and
tickling. It is the type of speech that (Students will listen.)
an older person utilizes in speaking
to a child. It can also be called as
Baby talk class, which is
characterized by being melodic,
slower and more repetitious, has a
higher overall pitch, uses a simpler
vocabulary, and includes special
words, as compared to adult-
directed speech.”

T:”Lastly class, we have Whitney’s

Origin of Language. Anyone who
wants to read and explain?”

T:”Thank you so much! Whitney

notes that; “Spoken language
began, we may say, when a cry of
 pain, formerly wrung out by real (Students will follow.)
suffering, and seen to be understood
and sympathized with, was repeated
in imitation, no longer as a mere
instinctive utterance, but for the (Students will listen.)
purpose of intimating to another.
And he insisted that this was enough
to serve as foundation for all that
should be built upon it [the origin of
language].”

T:”So these class are the theories

and hypotheses of the origin of
language.”

D. Abstraction
Teacher’s Activity Student’s Activity

T: “From the given discussion, does S: “None, Ma’am.”

anyone have any further
questions?”

T: “Did you understand our lesson S: “Yes, Ma’am.”

for today?”

T: “Can anyone summarize the (Students will answer)

lesson?”
S: ”We discussed the different theories
and hypotheses which are the…”

(The teacher will recall important

information before proceeding to the
next activity.)

(The teacher will ask the students to

open their cameras.)

E. Application
Teacher’s Activity Student’s Activity

T: “To assess your understanding of (Students will answer)

the lesson we discussed, let us have
this activity.”
 Directions: Answer the following
questions. Say your family name if
you want to answer.

1.) What similarities and differences

are present in the majority of the
theories and hypotheses?

2.) Do you think the said theories

and hypotheses provided a
concrete explanation on the
origin of language? Support your
answer.

3.) How do these theories affect

your perspective regarding the
beginning of language?

4.) What is the relevance of the

different accounts on the origin of
language to you as a future
English educator?

5.) As a future educator, in what

ways will you use your
knowledge of these theories to
successfully impart your
learnings?

T: “Okay, class. Thank you so much

for your wonderful answers.”

IV. Evaluation
Teacher’s Activity Student’s Activity

T: “For our evaluation, you will be S: “Okay, Ma’am.”

answering the following questions. This
will be posted on the Google Classroom
and should be accomplished within one
week.

Directions: Answer the following items

comprehensively. The highest possible
 score is 50. Item no. 1 will have 20
points and item no. 2 will have 30 points.

1. Which of the above-

mentioned theories do you
bank on? Explain your
answer.

2. Read about Darwin’s and

Saussure’s hypotheses on
the origin of language.
Compare and contrast their
ideas using a Venn Diagram.

V. Assignment
Teacher’s Activity Student’s Activity

T: “For your assignment, you will surf S: “Copy, Ma’am.”

the internet for more theories on the
origin of language and do some
reading.”

Directions: Surf the internet for more

theories on the origin of language and
do some reading. Then, provide
screenshots of the sources you read
(maximum of 3 screenshots, capture
only the first page of the e-books, pdfs,
etc.). Attach the pictures to the file that
contains your answers for the
evaluation. Place it below the Venn
Diagram. Do not forget to include the
references. This will be given 30 points.

T: “That’s all for today, class. But before

we end, let me leave you this statement:

“The basic difficulty with studying the

evolution of language is that the
evidence is so sparse. Spoken
languages don’t leave fossils, and fossil
skulls only tell us the overall shape and
size of hominid brains, not what the
brains could.” –Ray Jackendoff.
T:”Class secretary, please lead the
closing prayer.”

T: “Thank you and God bless you, (Students will have the closing prayer.)
class!”

S: “Thank you and God bless you too,

Ma’am!”