St.

Paul University Philippines

Tuguegarao City, Cagayan 3500

1.0 SYLLABUS

Course Code ELS 106

Course Name Semantics of English

Course Credit 3 units

Course Description The course deals with the meaning of words, phrases and sentences in the English Language.

Contact Hours/week 3hrs/week

Prerequisite Semantics of English

1. Demonstrate in-depth understanding of semantic facts and the different kinds of meaning.
Course Outcomes 2. Explain the nature and process of semantics.
3. Evaluate theories and draw conclusions concerning their applicability in human interaction and language methodology.
4. Analyze and interpret data in light of diverse theoretical approaches and formalisms in semantics.
5. Design and perform effective controlled and uncontrolled activities based on the given cases.

COURSE OUTLINE AND TIME FRAME

Course Content/ Subject Matter

Week 1 (3 hours) 1. The University and the Course

1.1 Revisiting SPUP Vision, Mission, Goals, Objectives and the Paulinian Core Values (5 Cs)
1.2 Course Orientation

Week 2 (3 hours) 2. Basics of Semantics

2.1 Introduction to Semantics: Semantics vs Pragmatics
2.2 Types of Meaning
 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

Week 3 (1.5 hours) 2.3 Sentences, Utterances, and Propositions

Week 3 (1.5 hours) 2.4 Reference and Sense

Week 4 (1.5 hours) 2.5 Referring Expressions, Opaque Context, and Equative Sentence

Week 4 and 5 (3 hours) 2.6 Predicates and Universe of Discourse

Week 5 and 6 (3 hours) 2.7 Deixis and Definiteness

Weeks 6 (1.5 hours) PRELIMINARY EXAMINATION

Week 7 (1.5 hours) 3. Relations and Categories

3.1 Semantic Features

Weeks 7 and 8 (3 hours) 3.2 Lexical Relations [Synonymy, Antonymy, Hyponymy, Homonymy, Polysemy, Metonymy, Meronymy, Retronymy]

Week 8 (1.5 hours) 3.3 Derivational Relations

Weeks 9 (2 hours) 3.4 Semantic Roles and Grammatical Relations

Weeks 9 and 10 (2.5 hours) 3.5 Semantic Change

Week 10 (1.5 hours) 3.6 Ambiguity

Week 11 (3 hours) 4. Sentence-Meaning and Propositional Content

4.1 Grammaticality, Acceptability, and Meaningfulness of Sentence

Week 12 (1.5 hours) 4.2 Tautologies and Contradictions

Week 12 (1.5 hours) MIDTERM EXAMINATION

Week 13 (1.5 hours) 5.3 Simple and Composite Sentence

Week 13 (1.5 hours) 5.4 Conjunction and Disjunction

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

Week 14 (1.5 hours) 5.5 Implication and Negation

Week 14 (1.5 hours) 5.6 Entailment and Presupposition

Week 15 (1.5 hours) 5. Interpersonal and Non-Literal Meaning

5.1 Speech Acts

Week 15 (1.5 hours) 5.2 Perlocutions, Illocutions, and Felicity Conditions

Week 16 (1.5 hours) 5.3 Direct and Indirect Illocutions

Week 16 (1.5 hours) 5.4 Conversational Implicatures

Week 17 and 18 (4.5 hours) 6. Term Paper

Week 18 (1.5 hours) FINAL EXAMINATION

REFERENCES

Herbst, T. (2010). English Linguistics: A Coursebook for Students of English. New York. Walter de Gruyter GmbH & Co. Kreidler, C. (2002). Introducing English
Semantics. Taylor & Francis e-Library Syal, S., & Jindal, D.V. (2011). An Introduction to Linguistics: Language, Grammar and Semantics. 2nd Ed. Eastern Economy Edition
 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

2.0 LEARNING PLAN

Time
Desired Learning Outcomes Teaching- Learning Activity
Content/ Topics Allotmen Values Integration Assessment Task Learning Resources
(DLO) (TLA)
t
At the end of the lesson, the 1.The University Week 1 Reflecting Selfhood Guide question for Oral Recitation PowerPoint
students can: and the Course (3 hours) Students revisit the SPUP’s values development: Students recite the Presentation
Vision, Mission, Goals, SPUP’s Vision
1. exhibit comprehension 1.1 Revisiting SPUP Objectives and the Paulinian Mission and Core
of the SPUP’s Vision, Vision, Mission, Core Values (5 Cs) Values
Mission, Goals, Goals, Objectives
and the Paulinian Process Questions:
Objectives and the
Core Values (5 Cs)
Paulinian Core Values 1. How will this course
(5 Cs); bring out your Paulinian
2. recognize importance Identity and
of the SPUP’s Vision, Spirituality?
Mission, Goals, 2. In real-world situations,
Objectives and the how should you
Paulinian Core Values characterize Paulinian
(5 Cs) as applied in Identity and Spirituality
real life; in analyzing and
3. relate SPUP’s Vision, interpreting word
Mission, Goals, meanings?
Objectives and the
Paulinian Core Values
(5 Cs) to the study of
semantics of English
language; and How can knowledge Quiz PowerPoint
4. discuss the course, 1.2 Course Coursing Semantics in semantics of Students supply/ Presentation/ Hand
description, objectives, Orientation Students listen to the general English language identify concepts outs
content and course overview of the course, what helps us describe on the introductory
requirement. competencies are expected to meaning in our day to lesson
 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

develop from them and the day conversation in a

course requirements necessary more precise and
to pass the course. scientific manner?

Time
Desired Learning Outcomes Teaching- Learning Activity
Content/ Topics Allotmen Values Integration Assessment Task Learning Resources
(DLO) (TLA)
t
At the end of the lesson, the 2. Basics of Week 2 What Do I Know? Guide question for Quiz: PowerPoint
students can: Semantics (3 hours)  Students share their basic values development: A. Students presentation
understanding of language How can an identify
1. differentiate semantics 2.1 Introduction to and communication understanding of whether the Handouts
and pragmatics; Semantics:  Students share what they semantics and meaning of the
2. explain importance of Semantics vs. understand by terms pragmatics help following Worksheets
understanding Pragmatics “semantics” and individual navigate sentences is
semantics and “pragmatics” cross-cultural influenced by Discussion:
pragmatics in communication semantics and https://tinyurl.com/
communication; challenges? pragmatics. 5ypmvha4
3. apply knowledge of Direct Instruction Period B. Students give
semantics and Students participate in the the semantic
pragmatics to analyze discussion of the definition and and pragmatic
real-life examples. key differences of semantics Reflective Thinking: interpretation
and pragmatics. Can language ever be of the given
completely free from sentences.
Process Questions: ambiguity, even with
1. What is the importance of precise semantics?
semantics and pragmatics Why or why not? Exit Ticket:
in effective Students write a
communication? brief reflection on
2. Share your experiences one concept they
where misunderstanding found most
occurred due to semantics challenging or
or pragmatics. interesting during
the lesson.
Word Quarrel
Students reflect on why
miscommunication occurred in
 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

a given scenario.
Question to ponder: How is the
role of semantics and
pragmatics highlighted in this
scenario?

Pair Activity
Students perform a
conversation where one
intentionally uses semantics
and pragmatics to convey a
different meaning than what
their words directly imply.

Process question: What are the

challenges and implication of
such communication?

Act-it-Out!
Students are divided into
groups. Each group has an
assigned scenario where
semantics and pragmatics are
crucial for effective
communication. They act out
the scenarios, focusing on
applying their knowledge of
semantics and pragmatics to
resolve any
miscommunications.

2.2 Types of Warm-up! Guide questions for PowerPoint

4. identify and describe Meaning  Students share their values development: Quiz: presentation
the seven types of knowledge about From the given list
meaning in semantics; “semantics” 1. How would you of words, students Handouts: Types of
 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

5. analyze and apply the  Students brainstorm use types of analyze each word meaning in semantics
seven types of examples of words or meaning in based on the types
meaning in practical phrases that could have contributing to of meaning, Worksheets
examples; and different meanings in effective explaining their Graphic organizer:
6. evaluate the different contexts. communication? reasoning for each Seven Types of
importance of 2. How would you category. Meaning in
understanding the use types of Semantics
seven types of Direct Instruction Period meaning for
meaning in Students participate in the understanding Exit Ticket:
communication. discussion of the seven types language and Students write a
of meaning in semantics communication in brief reflection on
a multicultural the most
society? challenging type
Semantic Scavenger Hunt! 3. As a language of meaning to
Students identify the type of major student, how grasp and explain
meaning associated with the does understanding why.
highlighted words in given of types of
passages. meaning enhance
your interpretation
and analysis of
Semantic Analysis of Media! what other people
Students, in teams, analyze the is conveying?
different types of meaning
present in a given media Reflective thinking:
(movie, advertisement, news Can a word have
article). Each team must different meanings for
present their findings to the different individuals?
class. Explain.

Time
Desired Learning Outcomes Teaching- Learning Activity
Content/ Topics Allotmen Values Integration Assessment Task Learning Resources
(DLO) (TLA)
t
At the end of the lesson, the 2.3 Sentences, Week 3 What Do I Know? Guide question for Quiz: PowerPoint
students can: Utterances and (1.5 hrs) Students share their knowledge values development: 1. The students Presentation
Propositions about what a sentence is and identify
 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

1. distinguish between its different types. How would you use whether the Graphic organizer:
sentences, utterances your knowledge in given words/ sentence, utterance
and propositions; and Direct Instruction Period sentences, utterances, group of and proposition
2. identify sentences, Students participate in the and propositions in words
utterances and discussion of the components contributing to represents Worksheets
propositions expressed and characteristics of effective utterances.
in a sentence; sentences, utterances and communication? 2. The students Audio Recording
3. analyze and evaluate propositions. identify File
the meaning of whether the
sentences, utterances, I belong to… Reflective Thinking: given group
and propositions. Students identify what type of What are the potential of words is an
sentence is the given sentences challenges in utterance or
belong to. identifying and sentence.
interpreting the 3. The students
Process question: What is meaning of utterance write out a
common characteristic of the and proposition? full sentence
given sentences? expressing
the intended
Listening Activity meaning of
Students listen to an audio utterance.
recording of different 4. The students
utterances then share and indicate
discuss their observation to the whether each
class. of the
following
S or U? sentence pairs
The students identify whether expresses the
the given propositions are same or
sentences or utterances. different
propositions.
Collaborative Analysis
Students, in groups, analyze
and interpret a given complex
sentence, utterance, and
proposition.

Act-it-Out!
 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

Students, in groups,
communicate using sentences,
utterances, and proposition
based on an assigned scenario
in each team.

Time
Desired Learning Outcomes Teaching- Learning Activity
Content/ Topics Allotmen Values Integration Assessment Task Learning Resources
(DLO) (TLA)
t
At the end of the lesson, the 2.4 Reference and Week 3 Warm-Up! Guide question for Quiz: PowerPoint
students can: Sense (1.5 hrs)  Students participate in the values development: Students identify Presentation
discussion of the brief the references and
1. define and differentiate overview of semantics As a language major senses in each of Worksheet
between reference and and word meaning. student, in what ways the given
sense in semantics;  Students share their can the understanding sentences. Handouts: news
2. explain the relationship knowledge with a partner of reference and sense Students should article, literature and
between reference and of the terms “reference” enhance your provide social media post.
sense in the context of and “sense”. interpretation of explanation to
word meaning; literature and other support their Venn Diagram
3. identify examples of Direct Instruction Period written works? answer.
reference and sense in Students participate in the
real-world language discussion of reference and Short Response
use; and sense, its importance and how Test:
4. analyze how reference it is used in various context to Students tackle
and sense contribute to emphasize their significant in given questions to
the over-all meaning of communication. test their
a sentence. understanding of
Pair Activity the main ideas
 Students practice raised in the
identifying reference and lesson.
sense in different
sentences.
 Students identify the
words or phrases in the
sentences that serve as
references.
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Process question: What is the

role of sense in understanding
the meaning of these
sentences and how does it
relate to reference?

What Do You Mean?

Students look for examples of
reference and sense in a variety
of texts (e.g., news articles,
literature, social media posts)
and analyze how the use of
reference and sense contributes
to the over-all meaning of the
text.

Creating Advertisement
Students, in teams, create an
advertisement for a product or
service. Each team should use
reference and sense
strategically to attract their
target audience. The output
shall be presented to the class
and explain how they used
reference and sense.

Time
Desired Learning Outcomes Teaching- Learning Activity
Content/ Topics Allotmen Values Integration Assessment Task Learning Resources
(DLO) (TLA)
t
At the end of the lesson, the 2.5 Referring Week 4 Warm-up! Guide question for Quiz: PowerPoint
students can; Expressions, (1.5 hrs) Students ponder to answer the values development: Students identify presentation
Opaque Context, question: referring
1. define and explain and Equative How do we refer to objects or When does referring expressions, Graphic organizer
 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

referring expressions, Sentence people in everyday language? expressions, opaque opaque context,
opaque context, and context, and equative and equative Online news articles
equative sentences in Students share different ways sentences play a sentences in a
the field of semantics; they would refer to the given significant role in given set of
2. identify and analyze objects (e.g., a pen and a chair) conveying meaning? sentences.
examples of referring using different expressions. Share any real-life
expressions, opaque example. Short-response:
context, and equative Direct Instruction Period Students provide
sentences in written Students participate in the short responses to
and spoken language; discussion of referring the given
3. create their own expressions, opaque context, questions:
examples of referring and equative sentences. 1. How do
expressions, opaque referring
context, and equative Process activity: expressions
sentences to Students share their contribute to
demonstrate understanding on… our
understanding; and  the variety of referring understandin
4. integrate their expressions used and their g and
understanding of impact on understanding; communicati
referring expressions,  how opaque context can on?
opaque context, and lead to ambiguity or 2. In what way
equative sentences to misinterpretation in can opaque
analyze and interpret communication; and context create
complex linguistic  the use of equative confusion or
phenomena. sentences in conveying misinterpretat
information and ion in
establishing relationships referring
between objects or expressions?
entities. 3. How do
equative
Pinoy Henyo! sentences
In pairs, students will be given establish
a certain scenario. One student relationships
will provide a description with and convey
opaque context, while the other meaning
students tries to understand between
and interpret the referring objects and
 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

expressions correctly. entities?

Write Right!
A. In teams, students will
create a short story where they
incorporate referring
expressions, opaque context,
and equative sentences to
convey meaning and establish
relationships between
characters and objects.
B. Students rewrite sentences
with opaque context with clear
referring expressions,
enhancing the clarity and
meaning of the sentences.

Semantic Analysis
In small teams, students will
be given a set of sentences and
asked to identify referring
expressions, opaque context,
and equative sentences. They
will discuss the impact of each
linguistic feature on the overall
meaning of the sentences.

Time
Desired Learning Outcomes Teaching- Learning Activity
Content/ Topics Allotmen Values Integration Assessment Task Learning Resources
(DLO) (TLA)
t
At the end of the lesson, the 2.6 Predicates and Week 4 AssessMeant Guide question for Quiz: PowerPoint
students can: Universe of and 5 Students explain how the values development:  Students presentation
Discourse (3 hours) concept of predicates and identify the
1. define and explain the universe of discourse is used in In what ways can predicates and Graphic organizer
concept of predicates a given set of sentences. understanding of universe of
 St. Paul University Philippines
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and universe of predicates and discourse in a Students worksheets

discourse in semantics; Sentence Analysis universe of discourse given set of
2. identify and analyze Students analyze the meaning enhance our sentences.
examples of predicates conveyed in given set of understanding of  Students write
and universe of sentences by the choice of language and their own
discourse in given predicates and universe of communication? sentences using
sentences; discourse in the sentence. specific
3. apply the concepts of Students discuss their analysis predicates and
predicates and universe within the group and present universe of
of discourse to their findings to the class. discourse
construct their own
sentences; and Creating Scenarios
4. evaluate the Students, in groups, should
effectiveness of create a scenario that requires
predicates and universe the use of specific predicates
of discourse in and universe of discourse.
conveying meaning in Students present their
different context. scenarios to the class and
explain the reason behind their
choices.

Open Field of Thoughts

Students ponder on the
question: Can the choice of
predicates and universe of
discourse affect the
interpretation of a sentence?

Time
Desired Learning Outcomes Teaching- Learning Activity
Content/ Topics Allotmen Values Integration Assessment Task Learning Resources
(DLO) (TLA)
t
At the end of the lesson, the 2.7 Deixis and Week 5 Describe Me! Guide question for Quiz: PowerPoint
students can: Definiteness and 6 Students describe and identify values development:  Students presentation
(3 hours) any specific objects, people, or identify deixis
1. define and identify locations in the presented How will you use and Graphic organizer
 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

deixis and definiteness picture of a crowded street. your knowledge about definiteness in
in semantics; deixis and given set of Students worksheets
2. understand the role of Watch and Observe! definiteness in sentence.
deixis and definiteness Students identify instances of communication with  Students Short video:
in language; and deixis and definiteness in the people across underline https://tinyurl.com/
3. analyze and apply short video presented. different language deixis and 2cw6ec26
deixis and definiteness https://tinyurl.com/2cw6ec26 and culture? definiteness in
in real-world a given
examples. Process Questions: passage
1. What instances in the
conversation shows deixis
and definiteness?
2. Provide examples of
deixis and definiteness
from your own experience
or from literature.

Direct Instruction Period

Students participate in the
discussion of deixis and
definiteness.

Process questions:
1. How does the use of
deixis and definiteness
contribute to effective
communication?
2. In what situations can
deixis and definiteness
lead to
misunderstanding and
miscommunication?

Act-it-out!
Students, in pair, uses deixis
and definiteness effectively in
different situations through a
 St. Paul University Philippines
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performing a scripted
conversation.

Semantic Scavenger Hunt!

Students find examples of
deixis and definiteness in real-
world situations such as news
articles, advertisements, or
conversations.

Desired Learning Outcomes Time Teaching- Learning Activity

Content/ Topics Values Integration Assessment Task Learning Resources
(DLO) Allotment (TLA)
At the end of the lesson, the 3. Relations and Week 7 Activating Prior Knowledge The students show Exit Slip PowerPoint
students can: Categories (1.5 hours) The students will individually the importance of The students will Presentation
brainstorm words related to a learning semantic individually
1. analyze semantic 3.1 Semantic given topic (e.g., “food”) for feature with these complete a short exit Worksheets
features of words and Feature one minute. They will then questions: ticket where they
phrases in order to share their words with a partner 1. How can have to identify the Online site for
enhance language and discuss the semantic analyzing semantic features of discussion:
comprehension; features of the words (e.g., semantic provided words or ttps://github.com/
2. apply sematic features to category, function, attributes) features phrases. jianguoz/
enhance language enhance our Conversational-
production and Guided Practice understanding AI/blob/master/
communication; and In pairs or small groups, the of language Book-2-Semantics
3. demonstrate students complete the semantic comprehension? %20rd%20Edition
understanding of feature analysis chart for the 2. In what ways %20(John
semantic features given words, discussing and can applying %20Saeed%20).pdf
through engaging justifying their choices. semantic
activities; features
Reinforcing New Knowledge improve our
(Guess The Word!) language
The students play a game where production and
they will guess a word based on communication
 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

Desired Learning Outcomes Time Teaching- Learning Activity

Content/ Topics Values Integration Assessment Task Learning Resources
(DLO) Allotment (TLA)
a series of clues related to its ?
semantic features. The team 3. Why is it
that guesses correctly earns a important to
point. consider the
semantic
features of
words and
phrases when
learning a new
Semantic Feature Application language?
In pairs, the students will
identify and discuss the
semantic features present in the
short passage or dialogue given
by the teacher. They will then
use this analysis to rewrite or
create a similar
passage/dialogue, applying the
identified semantic features.

4. define and differentiate 3.2 Lexical Week 7 & 8 Recalling Guide question for
between various lexical Relations (3 hours)  The students should values development: The students write PowerPoint
relations; [Synonymy, brainstorm words that have down one example of Presentation
5. identify examples of Antonymy, similar meanings and 1. How do lexical each lexical relation
each lexical relation in Hyponymy, create a list. The students relations they learned. Worksheets
written texts; Homonymy, should also explain how contribute to
6. apply knowledge of Polysemy, these words. our Online sites for
lexical relations in Metonymy,  The students identify the understanding discussion:
 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

Desired Learning Outcomes Time Teaching- Learning Activity

Content/ Topics Values Integration Assessment Task Learning Resources
(DLO) Allotment (TLA)
analyzing and Meronymy, relationship between the and use of
interpreting written Retronymy) presented pairs of words language? https://
texts. with opposite meanings 2. How does web.stanford.edu/
(e.g., hot/cold, tall, short). knowledge of class/linguist1/
 The students name other lexical relations Rdgs/Jm19.pdf
animals that belong to the enhance our
same category (e.g., dog, reading and https://
rabbit) after the teacher comprehension repository.uir.ac.id/
showed the picture of an skills? 17924/1/18631091
animal (e.g., cat) 3. Think of any 6
real life
WORD SORT: examples
 The students where
categorize the list of different
words provided by lexical
the teacher based on relations are
their lexical used to
relations. This convey
activity will help specific
students practice meanings or
identifying and create
classifying words. linguistic
effects?
SENTENCE COMPLETION: 4. How do
 The students fill in different
the blanks the languages
incomplete and cultures
sentences with approach
appropriate words lexical
that demonstrate relations.
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Desired Learning Outcomes Time Teaching- Learning Activity

Content/ Topics Values Integration Assessment Task Learning Resources
(DLO) Allotment (TLA)
various lexical 5. Are there
relations. This any notable
activity will help differences
the student s apply or
their knowledge in similarities?
context. 6. In what ways
can a deeper
TEXT ANALYSIS: understandin
 The students g of lexical
identify examples of relations
different lexical impact our
relations within the ability to
text. This activity communicate
will allow the effectively in
students to practice written and
analyzing written spoken
texts and applying language.
their understanding
of lexical relations.

ACTIVITY 1: LEXICAL
RELAY
 Divide students into
teams and provide
each team with a set
of words. One
student from each
team will run to the
board and write
 St. Paul University Philippines
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Desired Learning Outcomes Time Teaching- Learning Activity

Content/ Topics Values Integration Assessment Task Learning Resources
(DLO) Allotment (TLA)
down a word that
demonstrates a
specified lexicon.

ACTIVITY 2: LEXICAL
SCAVENGER HUNT
 Give each team a
list of lexical
relation categories
and ask the students
to find examples of
each relation in a
given text or set of
texts.

ACTIVITY 3: LEXICAL
DEBATE
 Assign each team a
specific lexical
relation. Each team
will have to present
arguments and
examples to support
why their assigned
lexical relation is
the most important
or influential in
language usage.
 St. Paul University Philippines
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Desired Learning Outcomes Time Teaching- Learning Activity

Content/ Topics Values Integration Assessment Task Learning Resources
(DLO) Allotment (TLA)
 The students
7. Apply the concept of 3.3 Derivational Week 8 ENGAGE WITH ME: The students reflect write down
derivational relations by identify Relations (1.5hours)  Write a simple word on how one concept PowerPoint
and use prefixes and suffixes to on the board such as understanding they learned Presentation
modify word meanings. “happy”. Ask the derivational relations about
students how we can help improve derivational Worksheets
can change this their vocabulary and or word
word to mean “full reading formation. Online site for
of happiness” or comprehension by discussion:
“the state of being citing real life
happy”. examples. https://
www.researchgate.
GUIDED PRACTICE net/figure/
 Distribute index Derivational-
cards with base relations-across-
words to small different-adjective-
groups and a stack morphological-and-
of affix cards. semantics-
Challenge students classes_fig4_28474
to create new words 9302
by combining them.

ACTIVITY: WORD
CREATION
 The students work
in pairs to create
new words using a
list of base words
and derivational
affixes provided on
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Desired Learning Outcomes Time Teaching- Learning Activity

Content/ Topics Values Integration Assessment Task Learning Resources
(DLO) Allotment (TLA)
a worksheet. They
should write using
these new words.

EXIT TICKET:
3.4Semantic Week 9 (2
Roles and hours)  The students
grammatical ask to write PowerPoint
relations down one Presentation
8. Understand the concept of sentence and
semantic roles and grammatical identify its Worksheets
relations semantic
roles and Online site for
grammatical discussion:
Guide questions for relations.
values integration: https://
1. What is the gawon.sdsu.edu/
9. Identify and analyze semantic relationship functions_of_langu
roles and grammatical relations between age/course_core/
in sentences. semantic lectures/
roles and roles_rels.pdf
grammatical
relations?
 St. Paul University Philippines
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Desired Learning Outcomes Time Teaching- Learning Activity

Content/ Topics Values Integration Assessment Task Learning Resources
(DLO) Allotment (TLA)
2. How do
semantic
roles and
grammatical
relations
contribute to
our
understandin
g of sentence
meaning?

3. Can
sentences
have
 The students multiple
identify the subject interpretation
and object in the s based on
simple sentence. different
semantic
roles and
 Provide students grammatical
with a set of relations?
sentences that Explain why
involve different or why not.
semantic roles and
grammatical 4. How can a
relations. Ask deeper
students t identify understandin
the semantic roles g of semantic
(e.g., agent, patient) roles and
grammatical
 St. Paul University Philippines
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Desired Learning Outcomes Time Teaching- Learning Activity

Content/ Topics Values Integration Assessment Task Learning Resources
(DLO) Allotment (TLA)
and grammatical relations
relations (e.g., enhance our
subject, direct communicati
object, indirect on skills?
object) in each
sentence.

 Present examples of
sentences and guide
students in
identifying the
semantic roles and
grammatical
relations.

ACTIVITY 1: ROLE PLAY

 Divide students into
small groups and assign
them different semantic
roles. Ask each group to
create a dialogue where
they use sentences that
3.5 Semantic Weeks 9 & reflect their assigned The students will
Change 10 (2.5 roles. complete a short quiz
hours)
where they match
ACTIVITY 2: SENTENCE
10 Identify and explain the words with their
SCAVENGER HUNT
concept and semantic change. original and current
 Provide students with a meaning. https://
 St. Paul University Philippines
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Desired Learning Outcomes Time Teaching- Learning Activity

Content/ Topics Values Integration Assessment Task Learning Resources
(DLO) Allotment (TLA)
list of semantic roles www.researchgate.
and grammatical net/publication/
relations. In teams, they 321526989_Semant
11. Analyze examples of need to find examples Guide questions for ic_Change
semantic change in different of sentences that values integration
contexts. exemplify these roles or
relations within a given 1. How does
time limit. semantic
change
ACTIVITY 3: SENTENCE reflect the
ANALYSIS DEBATE evolution of
society and
 Divide students into
culture?
teams and assign each
2. Why is it
team a sentence with
important to
ambiguous semantic
understand
roles or grammatical
and study
relations. Ask them to
semantic
analyze the sentence
change in
and present arguments
language?
for their interpretation.
3. In what ways
Encourage a lively
can semantic
debate among the
change
teams.
influence
communicati
on of
 The students look at the meaning?
picture of a telephone
and describe its purpose
and how it is used today
 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

Desired Learning Outcomes Time Teaching- Learning Activity

Content/ Topics Values Integration Assessment Task Learning Resources
(DLO) Allotment (TLA)
compared to the past.

 The students write down

12. Define an d identify 3.6 Ambiguity Week 10 (1.5 current meaning and
ambiguity in semantics hours) speculate on their
original meaning of the The students write a
list of words that have brief explanation of
13. Analyze examples of undergone semantic ambiguity in
ambiguous language. change. semantics and
 The students identify provide an example
any words or phrases in of an ambiguous
14. Apply strategies to resolve statement they https://
the lyrics of the video or
ambiguity in communication encountered. www.researcgagte.
audio clip of a popular
net/publication/
song from a different
339273973_Semant
era that might have had
1. How does ic_ambiguity_In_E
different meaning at the
ambiguity in nglish_language
same time the song was
language impact
released.
communication and
understanding?

ACTIVITY: 2. What are the

potential
 The students will be
consequences of
grouped and provide
misinterpreting an
each group with a differ
ambiguous
word that has undergone
statement?
semantic change. The
students create a poster
3. How can
or infographic
individuals and
illustrating the word’s
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Desired Learning Outcomes Time Teaching- Learning Activity

Content/ Topics Values Integration Assessment Task Learning Resources
(DLO) Allotment (TLA)
journey from its original society benefit from
meaning to its current resolving ambiguity
meaning. in communication?

 The students share their

examples of ambiguous
statements they have
encountered.
 The students will be
given handouts
containing a set of
ambiguous statements
and analyze these
statements or phrases
and identify potential
meanings.
 The teacher shows a
video presentation that
showcases real-life
situations where
ambiguity in language
led to
misunderstandings and
conflicts. And discusses
the importance of clarity
and precision in
communication.
 Assign pairs of students
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Desired Learning Outcomes Time Teaching- Learning Activity

Content/ Topics Values Integration Assessment Task Learning Resources
(DLO) Allotment (TLA)
to create their own
examples of ambiguous
language. They should
exchange their
examples and attempt to
interpret each other’s
statements, highlighting
the potential pitfalls of
ambiguity.

ROLE PLAY:
 Divide the class into
small groups and assign
each group a scenario
where ambiguity in
communication could
cause problems. Have
the groups perform role
plays to demonstrate the
impact of unclear
language and discuss
alternative ways to
convey the intended
message.

Desired Learning Outcomes Time Teaching- Learning Activity

Content/ Topics Values Integration Assessment Task Learning Resources
(DLO) Allotment (TLA)
At the end of the lesson, the 4.Sentence https://
students can: meaning and www.arjonline.org/
Propositional papers/arjel/v33-
Content i1/4.pdf
 St. Paul University Philippines
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15. Identify and explain the 4.1.  The students How does Individual Quiz:
grammatical acceptability of Grammatically, Week 11 (3 individually identify understanding Administer a short
sentence. Acceptability and hours) the errors of the series sentence structure quiz assessing
Meaningfulness of sentences displayed contribute to students'
of Sentence and correct them.
effective understanding of
 In groups, the students
16. Evaluate the evaluate the communication? grammatical
meaningfulness of sentences meaningfulness of each acceptability.
based on context. sentence based on the Include questions
given context. that require
Why is it essential
 In pairs, the students identifying and
create sentences using to consider the
correcting
17. Apply knowledge of the given words that audience and
grammatical errors
sentence structure to create are grammatically context when
meaningful sentences. correct and in sentences.
creating meaningful
meaningful. sentences?

Peer Evaluation:
SENTENCE EDITING:
 Using the worksheet Have students
Can a grammatically
with sentences exchange their
correct sentence be
containing grammatical sentence creation
considered
errors, the students assignments and
identify and correct the meaningful if it
provide feedback to
errors focusing on lacks context?
their peers. Focus on
maintaining Justify your
grammatical grammatical
response.
acceptability. correctness and
meaningfulness.

CONTEXTUAL
EVALUATION:
 The students evaluate
the meaningfulness of
the sentences within
St. Paul University Philippines
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their assigned contexts

and provide
justifications for their
evaluations.

SENTENCE CREATION:
 The students create
grammatically correct
and meaningful
sentences for each set
of prompts given.

Sentence Structure
Challenge: Divide the class
into teams and provide them
with sentence fragments. Each
team must work together to
arrange the fragments into
complete, grammatically
correct sentences. The team
that completes the most
sentences correctly wins.

Sentence Meaningfulness
Debate: Assign teams different
sentences with ambiguous
meanings. Each team should
prepare arguments to support
their interpretation of the
sentence meaning. Engage in a
class debate where teams
present their arguments and
 St. Paul University Philippines
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counter-arguments.

Contextual Sentence
Creation: In teams, students
should create sentences that are
grammatically correct and
meaningful within specific
contexts (e.g., advertising,
poetry, technical writing). Each
team will present their
sentences and explain the
chosen context.

4.2 Tautologies
18. Differentiate between and Exit Tickets: Ask https://
tautologies and contradictions. Contradictions students to write semanticsarchive.n
down one thing they et/Archive/
learned about zQ1OWNmN/
Present a detailed explanation What is the snider-
tautologies and
of tautologies and significance of tautologies.pdf
19. Identify and define Week 12 contradictions at the
contradictions, including their tautologies and
tautologies and contradictions. (1.5 hours) end of the class.
characteristics and properties. contradictions in Review the
logic and reasoning? responses to gauge
understanding.
20. Apply knowledge of
tautologies and contradictions
How can
in real-world examples. Individual Practice: Assign a
understanding
set of statements to students
tautologies and
and ask them to determine Worksheet:
contradictions help
whether each statement is a Distribute a
tautology, contradiction, or
St. Paul University Philippines
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neither. Provide feedback and in everyday life? worksheet with a

discuss the correct answers. mix of statements
for students to
classify as
Can you think of
tautologies,
Group Discussion: Divide any practical
contradictions, or
students into small groups and applications of
neither. Collect and
ask them to create their own tautologies and
review the
examples of tautologies and contradictions
completed
contradictions. Each group outside of academic
worksheets for
should present their examples contexts?
assessment.
to the class for discussion.

Case Studies: Provide real-

world scenarios where students
need to identify and analyze
tautologies and contradictions.
Divide students into teams and
ask them to discuss and present
their findings.

Debate: Organize a debate

where students argue whether
certain statements are
tautologies or contradictions.
Assign teams and provide
 St. Paul University Philippines
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guidelines for a structured

debate format.

Application Project: Assign

teams to research and find
examples of tautologies and
contradictions in various fields,
such as mathematics, literature,
or science. Each team should
present their findings to the
4. 3 Simple and Week 13 class.
Complete (1.5 hours)
Sentence
4.4 Conjunction
and Disjunction REVIEW
21. Distinguish the different
types of sentences. The students should have a
prior knowledge of: Parts of Worksheet Power point
22. Define conjunction and Identify whether the
speech (nouns, verbs and “POP THE presentation,
disjunction. sentences are worksheets,
adjectives) Sentence Structure BALLOON” simple, complex,
23. Apply the use of (subject, predicate) compound or
conjunction and disjunction in compound-complex.
Basic understanding of Please underline
constructing sentences. 1. How does the use
compound sentences. dependent clauses
of conjunction and where it applies.
Reviewing Sentence disjunctions impact
Structure the meaning of a 1. Vampires Dairies
sentence? is my favorite
The students will be provided television show, but
examples of simple and 2. Can you think of I also love True
complete sentence. The examples from Blood.
students will identify the 2. The student
literature where
wiped the white
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subject and predicate in the conjunction and board that was filthy
provided examples. disjunctions were with last week’s
used effectively to notes.
Discussion: 3. The trendy
convey complex
fashion designer
ideas? released her new
The students will be provided a
worksheet for them to discover line on Wednesday.
3. Why is it
the meaning of conjunctions 4. Trina and Hareem
important to went to a bar in
and examples. (e.g. and, but, understand the Hollywood to
or) difference between celebrate their
simple and complete anniversary.
The students will discuss how
sentence when using 5. Wicked Regina
conjunctions can be used to cast a spell on the
conjunction and
create compound sentence. entire city, so the
disjunctions?
citizens decided to
The students will introduce the rebel.
concept of disjunctions (words
that express a choice or What expectations
alternative). The students will would you associate
also provide examples of with the following
concepts? Test them
disjunctions (e.g. either…or,
using the
neither…nor). conjunctions ‘so’
and ‘but’.
ACTIVITIES city priest comedy
nazi library alsatian
“Think-Pair-Share”
professor dolphin
bestseller teenager
The students will think
feminist
individually about a sentence
they would like to expand C. Circle the
using a conjunction or conjunctions in the
disjunction. They will share sentences below.
their sentence with a partner Then, identify what
and discuss which conjunction type of conjunctions
by circling the
 St. Paul University Philippines
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or disjunction would be best to correct word at the

use. end of the sentence.
1. Emilio could not
“Conjunction Relay” eat his desert until
he had finished his
The class will be divided into dinner.
teams. Each team member (Coordinating,
takes turns adding conjunction Correlative,
Subordinating)
to a sentence, creating a
2. Theresa ate her
compound sentence. The team pecan pie on the
with the most grammatically porch whenever she
correct and meaningful could.
compound sentences wins. (Coordinating,
Correlative,
Subordinating)
3. Mike and Keith
were best friends.
(Coordinating,
Correlative,
Subordinating)
4. I am neither a
ballerina nor a tap
dancer.
(Coordinating,
Correlative,
Subordinating)
4.4 Implication Week 13 5. The baby cried
and Negation (1.5 hours) and wailed to get its
mother’s attention.
(Coordinating,
Correlative,
Subordinating) Power point
24. Define implication and Presentation and
negation. “Worksheet” Activity Sheets
“SHARING” DIRECTIONS:
25. Evaluate sentences its Video Analysis Identify the negation
 St. Paul University Philippines
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implication and negation. 1.How does used in the

The students will watch a short understanding following sentences.
26. Apply the concept of video clip or real-life scenario implication and 1. I am not from
implication and negation in that illustrates the concept of Germany
negation enhance
constructing sentences. implication and negation. 2. I do not like
The student will identify your ability to playing tennis.
examples of implications and critically analyze 3. She does not
27. Appreciate the importance
negations in the video or arguments and listen to classical
of sentence formation in our
scenario. They are engage in a statements? music.
life.
brief discussion about the 4. I have not read
importance and relevance of 2.In what ways do this book yet.
understanding implication and implications and 5. I did not go to
negation in their daily life. negations influence Moscow.
decision-making and 6. I had not had
The students will identify the dinner when they
problem-solving
implications and negations came in.
within a set of statements processes? 7. You should not
provided. They are guided sleep late.
through step-by-step analysis 3.Can you provide a 8. I cannot help you.
of each statement, highlighting real-life examples 9. I will not
the key elements of implication where participate in that
and negation. The students are misunderstanding competition.
provided additional examples implications and 10. I could not see
and non-examples to reinforce negations have led any evidences.
understanding.
to
ROLE PLAY miscommunication
Divide the students into groups or confusion?
and assign each group a
specific scenario. Students will
act out scenarios that involve
implications and negations,
fostering critical thinking
skills.

PROBLEM SOLVING
TASK
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4.5 Entailment Week 14 Present students with a

and (1.5 hours) complex problem that requires
Presupposition the application of implication
and negation. In teams,
students must work
collaboratively to find the most
logical and effective solution. Video clip, articles,
magazines,
28. Define and multimedia, power
differentiate between Media Sourcing point.
entailment and Pick and Think The students will
presupposition. Dig Deeper find examples of
The students will discover the The students will entailment and
definition of the term pick a piece of paper presupposition in
29. Identify examples of
“entailment”. Discuss their inside the bowl and media sources such
entailment and responses as a class. as news articles,
presupposition in answer the
The teacher presents examples advertisements, or
written and spoken following questions.
of Entailment and social media posts.
language. Presupposition through Ask the students to
• What conversation
sentences and conversations. create a visual or
The students watch a short have you written presentation
video clip that demonstrate experienced showcasing their
entailments and students will wherein you have findings and
identify the entailment present applied entailment explaining the
in the video. and effects of these
presupposition? linguistic devices on
Introduce the concept of communication.
• How do the
“presupposition to students.
Discuss how it differs from examples of
entailment. Provide examples entailment and
of sentences with presupposition
presupposition and let the apply to your
students identify the daily conversation
presuppositions in each with other people?
sentence.
• Does learning the
Small Group Discussion differences of
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Entailment and
In small groups, the students Presupposition
discuss among themselves the help you in
presented examples from the
understanding
lesson.
meaning in
Think and Create conversation you
Individual Activity will have in the
future? Why?
Students are given tasks to
write their own sentences
through making short scripts
using Entailment and
Presupposition

Analyzing Texts
Week 15 Distribute short texts or
5.Interpersonal (1.5 hours) excerpts from articles that
and Non-Literal contain examples of entailment
Meaning and presupposition. Instruct
5.1 Speech Acts students to read the texts
individually and annotate the
sentences that demonstrate
entailment or presupposition.
Discuss the finding as a class,
allowing students to share their At the end of the
I want to know
observations and interpretation. class, ask the
At the end of the lesson, the more students to write
students can: down one speech act
30. Analyze and identify Let the students
The students should have solid they learned about
different speech acts in written understanding of basic answer the and its function in
and spoken language. language communication following questions: communication.
31. Determine the intended concepts.
meaning behind non-literal Students should be familiar 1. Why is it Ask students to
language used in various with different types of literary important to write a short
contexts. devices and figurative consider the reflection on the
32. Apply knowledge of language. importance of
 St. Paul University Philippines
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speech acts and non-literal context understanding

language in real-life situations. The teacher presents a short when speech acts and non-
video clip to the students that interpreting literal language in
shows conversation between their own lives.
speech acts
two characters. Discuss
examples of speech acts such and non-
as requests, commands, literal
promises, apologies, etc. language?
2. How
Group Work misundersta
Divide students into small nding
groups and assign each group a
speech can
different speech act. Instruct
them to create a skit or role- acts lead to
play scenario showcasing the miscommun
assigned speech act. Use ication or
multimedia resources (e.g. conflicts?
slides, videos) to present a 3. In what
variety of non-literal ways does
expressions. Engage students in
non-literal
a discussion about the intended
meanings of these expressions language
and how they can be enhance
interpreted in different ways. communicat
ion and add
Individual Exercise depth to
conversatio
Provide students with a list of
n?
written conversations or texts
that include various speech
acts. Ask them to identify and
label the speech acts used.

Week 15 Explore More

5.2 Perlocutions, (1.5 hours) Students make a comic strip
Illocutions, and with conversations using
Felicity different types of Speech Acts
 St. Paul University Philippines
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Conditions
Role-Play
Divide the students into teams
and provide each teams with a
different scenario that involves
a speech act. Instruct them to
perform the scenario, focusing
33. Define and differentiate on using appropriate speech
perlocutions, illocutions, and acts in their dialogues.
felicity conditions. Before the end of
34. Identify examples of the class, have
perlocutions, illocutions, and Discussing Contextual students complete a
felicity conditions in different Examples Guest what? brief exit ticket
contexts. Present different scenarios or where they explain
The students will
35. Analyze the impact of examples where perlocutions, the differnces
perlocutions, illocutions, and illocutions and felicity simply expand their between
felicity conditions on conditions play a significant answers. perlocutions,
communication effectiveness. role. illocutions, and
Engage students in a class 1. How do felicity conditions
discussion to analyze and perlocutions using examples.
identify the perlocutions, , illocutions,
illocutions, and felicity and felicity
conditions within each conditions
example.
influence
Use visual aids such as
diagrams, charts, or info the
graphics to enhance students’ effectivenes
understanding of the concepts. s of
These visuals can include communicat
examples and key points for ion?
reference. 2. Can you
think of any
Debate
Divide the class into two teams real-life
and assign them opposing examples
viewpoints related to a specific where a
Week 16 topic. Each team should
 St. Paul University Philippines
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5.3 Direct and (1.5 hours) construct arguments using misinterpret

Indirect appropriate perlocutions, ation of
Illocutions illocutions, and felicity perlocutions
conditions to support their
, illocutions,
stance.
or felicity
Role-Playing conditions
Assign students different roles led to
and scenarios where they must misundersta
demonstrate their ndings or
36. Define and differentiate understanding of perlocutions, conflicts.
between direct and indirect illocutions, and felicity Identify what speech
illocutions. conditions through role-playing act is demonstrated
exercise. in each
conversation.
37. Identify examples of direct 1. Two
and indirect illocutions in Begin the lesson by asking friends,
written and spoken language. students to recall what a speech Deep Questions: Sarah and
act is. Provide a brief Mike, are
explanation if necessary.  How does planning a
38. Analyze the impact of Facilitate a class discussion on the choice weekend
direct and indirect illocutions the various types of speech acts trip.
of direct or
on communication and (e.g. assertive, expressive, Sarah: Hey
interpretation. directives, commissives, indirect Mike, I just
expressive, and declartives). illocutions wanted to say
impact the how excited I
Discussion speaker’s am about our
Define direct and indirect intentions coming trip!
illocutions to the students. and the Mike: Me too, I
Explain that direct illocutions can’t wait to
listener’s
are explicit and straightforward explore new
speech acts, while indirect interpretatio places with you.
illocutions involve implied or n? 2. Sarah:
indirect meanings.  In what Mike, could
Provide examples of direct and context do you please
indirect illocutions, both direct check the
written and spoken, to help weather
 St. Paul University Philippines
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students grasp the concept. illocutions forecast for

work best, our
Ask students to individually list and when destination?
three examples of direct and Mike: Sure, I’ll
are indirect
indirect illocutions. Then, have do that right
them share their examples with illocutions away.
a partner and discuss their more 3. Sarah:
reasoning behind each effective? According
classification.  How do to the
cultural and reviews, the
Sentence Analysis contextual hiking trails
Provide students with a set of we’re
factors
sentences and ask them to planning to
identify and classify the influence visit offers
illocution used in each sentence the use and stunning
as direct or indirect. Provide interpretatio views.
5.4 Week 16 feedback and discuss their n of direct Mike: That
Conversational (1.5 hours) responses as a class. and indirect sounds
Implicatures illocutions? amazing.
Reading Comprehension I’m sure
Assign a short passage or we’ll have a
dialogue where direct and great time.
indirect illocutions are used.
Ask the students to read and
analyze the text, highlighting
instances of both types of
39. Identify and define illocutions. Then, have them
conversational implicatures. answer questions that require
them to reflect on the effects of
40. Analyse examples of using specific illocutions in the
conversational implicatures in given context.
written and spoken language.
Answer Me!
41. Apply the concept of Ask the students to individually How do
conversational implicatures in think about and write down the conversational
real-life scenarios. definition of conversational implicatures
implicatures. Then, have them
St. Paul University Philippines
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pair up with a partner to contribute to

discuss their definitions. effective
Finally, facilitate a class communication?
discussion where students
share their definitions and In what ways can
come up with shared conversational
understanding of the term. implicatures be
misinterpreted or
Video Clip Analysis misunderstood.
Show a short videoclip or
provide a transcript of How can a person’s
conversation that contains cultural background
conversational implicatures. In influence their
pairs or small groups, have interpretation of
students analyze the conversational
conversation and identify the implicatures?
implicatures present. Discuss
as a class after, highlighting the How can the skill of
different implicatures recognizing and
identified. using conversational
implicatures
Sentence Completion improve your
Provide incomplete sentences communication
that require students to fill in abilities in various
the implied meaning using contexts?
conversational implicatures.
For example, “I love your new
haircut. It’s so…”(implied
meaning: unattractive). Have
students work individually and
then share their completed
sentences with a partner for
discussion.
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St. Paul University Philippines
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St. Paul University Philippines
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