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1. GRADING SYSTEM Herewith is the basis for grading in English as a subject and
area/field of learning: • Periodical test 25% • Class Interaction 25% • Performance
assessment 25% Ø Role play/simulation Ø Debate Ø Argumentation Ø
Extemporaneous speech Ø Reporting Ø Group discussion • Theme writing 10% Ø
Content Ø Mechanics Ø Organization • Written outputs 15% Ø Weekly outputs Ø Book
Reports (I or 2 per grading period) ____________ 100%
2. LEARNING COMPETENCIES IN INTERACTIVE SECONDARY ENGLISH LANGUAGE
CURRICULUM 2002 FIRST YEAR At the end of the first year, the student shall have
developed the following competencies: LISTENING 1. Listen closely to determine what
to do and what not to do in announcements, instructions or directions given orally 1.1
Listen to instructions given in connection with classroom procedure 1.1.1 Note down
details in instructions or directions given orally 1.1.2 Carry out instructions given orally
1.2 Explore opportunities offered for speedy and economical access to information by
listening to broadcasts and weather bulletins 1.2.1 Distinguish what to do and what not
to do in emergency situations (fire, earthquake, etc.) 1.2.2 Listen closely to instructions
and cautions pointed out 1.2.3 Listen for specific details and warnings in weather
bulletins 2. Determine the content and feeling levels of utterances 2.1 Identify the
speech event, interlocutors and objective of the speaker 2.2 Note the use of intonation
to express feelings 2.3 Identify attitudes and feelings signaled by prosodic features (e.g.
intonation and stress) 3. Adjust listening strategies (marginal, selective, attentive,
critical) in relation to the main purposes of listening, one’s familiarity with the topic and
level of difficulty of a text describing a process and narrating longer stories 3.1
Determine the type of listening suited to a given text 3.1.1 Use TQLR (Tune in-
Question-Listen-Respond) as a strategy to make sense of listening texts 3.1.2 Employ
selective strategies to find out answers to questions raised in a listening text
3. 3.2 Listen to informative texts specifically descriptions of processes 3.2.1 Listen to
determine steps in a process 3.2.2 Transcode descriptions of a process using
flowcharts 3.2.3 Listen to explanations of specific processes noting cause-effect
relationships 3.3 Listen to narratives 3.3.1 Infer links and connections between ideas
3.3.2 Determine the information map suited to the type of narrative listened to 3.4 Listen
to issues pertaining to the home and the family 3.4.1 Listen to class discussions on
home and the family 3.4.2 Identify the place and the person speaking 3.4.3 Identify the
stand of the speaker based on explicit statements made 4. Get information from rapid
speech 4.1 Listen to process speech including pauses, errors, corrections 4.1.1 Get
information from rapid and “distorted” speech 4.1.2 Restate a commentary on a
basketball game 4.2 Make sense of broadcasts and telecasts 4.2.1 Listen to get
information on current events and issues aired over the radio and television 5. Express
appreciation for entertaining texts (anecdotes, jokes, fables, tales in sharing sessions)
5.1 Listen to simple narratives to develop appreciative listening skills 5.1.1 Point out the
(situation-problem-attempted solution-result) discourse pattern in tales 5.1.2 Point out
the distinctive features of tales, anecdotes, fables, etc. listened to 5.1.3 Identify cause-
effect relationships in anecdotes and tales 5.2 Single out the punch lines in jokes
SPEAKING 1. Speak in clear correct English appropriate to situations and adjust rate,
volume, and choice of register to suit the audience 1.1 Observe correct pronunciation of
critical vowel and consonant sounds 1.2 Use correct pronunciation, intonation and
stress patterns, pausing, and blending 2. Give information and express needs, opinions,
feelings and attitudes in explicit terms 2.1 Give short talks to entertain
4. 2.2 Give and convey information obtained over the telephone and from radio broadcasts
2.3 Use visual aids (e.g. graphs, charts, etc.) when conveying information on topics
dealing with science and mathematics 3. Use English when offering things to
classmates and teachers, and identify the functions of utterances taking into account
the context of the situation (seeking information, giving directions, expressing
approval/disapproval, etc.) 3.1 Use gambits when offering things to classmates,
teachers, etc. 3.1.1 Respond to offers made (accept, turn-down or negotiate changes in
offers made) 3.2 Give clear commands, requests and directions to get things done 3.2.1
Give instructions, prohibitions, warnings 4. Ask and answer different types of questions
(yes-no, wh- questions, core and follow-up) using the basic sentence structures and
sound patterns of English 5. Arrive at a consensus by citing proof statements 5.1 React
to information shared in small group discussions 5.2 Agree/disagree with assertions and
observations made in radio broadcasts and when sharing experiences on topics dealing
with Science and Mathematics 6. Observe social and linguistic conventions in oral
transactional discourse (e.g. interview, asking, and giving directions, etc.) 6.1 Interview
classmates to get to know them better 6.2 Use communication strategies (e.g.
paraphrase and translation) to make up for inadequacies in the language 6.3 Ask and
give directions and instructions on specific processes READING 1. Get information from
the different parts of a book, current information from newspapers and data from
general references in the library 1.1 Use the card catalogue to locate reference
materials in the library 1.2 Use locational skills to derive data from general sources of
information: encyclopedia, dictionary 1.3 Get information from the different parts of a
book 1.4 Get current information from newspapers
5. 2. Use different reading styles to suit the text and one’s purpose for reading 2.1 Scan for
specific information 2.2 Skim rapidly for major ideas using headings as guide 2.3 Read
closely to find answers to specific questions, note sequence of events, etc. 3. Use ideas
and information gained from previous readings and personal experiences to better
understand a text 3.1 Use background knowledge or schema as basis for conjectures
and hypothesis made while reading a text 3.2 Recall ideas from previous readings to
better understand a given text 4. Explain non-linear visuals most commonly used in
content texts 4.1 Transcode orally and in writing the information presented in diagrams,
charts, table, graphs, etc. 4.2 Use illustrations to activate background knowledge and to
get a pictorial representation of what is discussed in the text 4.3 Give the meaning of
signs and symbols used (e.g. road sign, prohibited signs, etc.) and evaluate their
effectiveness 4.4 Locate places and follow directions using a map 4.5 Transcode
information in linear texts into information maps 5. Conduct a covert dialogue with the
writer as a basis for predictions and formulating hypothesis about a text 5.1 Interact with
the writer by responding to statements made in the text and using this as basis for
predictions and formulating hypothesis 5.2 Formulate and modify hypothesis based on
information given in the text 5.3 Distinguish fact from opinion, fantasy from reality 5.4
React to assertions made in the text 5.5 Make predictions and anticipate outcomes 6.
Make generalizations and significant abstractions from different reading materials
designed for information, pleasure and appreciation 6.1 Show improvement of one’s
command of the language as a result of reading 6.2 Determine the concept or
information map embedded in a text 7. Use structural, lexical and contextual devices in
deriving the meaning of unknown words and ambiguous and information-dense
discourse 7.1 Identify the sense and reference of words in reading texts for a better
understanding of a selection
6. 7.2 Show recognition of collocations and semantic relationships by arranging words in
clines and clusters 7.3 Single out cohesive markers that signal relationships WRITING
1. Effectively express thoughts and feelings in writing book reports and correspondence
for specific social purposes 1.1 Write personal letters • friendly • thank you • excuse •
congratulatory • condolence 1.2 Make diary entries of significant events 1.3 Write
summaries in book reports 2. Give personal information in school forms and write
announcements of school events 2.1 Fill out forms needed for effective functioning in
school • library card • enrollment/registration forms • information sheet • application form
2.2 Write announcements of school events 3. Produce different text types, narrative
(diary entries), expository (process explanation, interviews, etc.) and descriptive
(comparison and contrast) 3.1 Write well-constructed paragraphs utilizing the macro-
discourse patterns (PSn) Problem-Solution or (TRI) Topic-Restriction-Illustration suited
to the discourse type 3.2 Use appropriate rhetorical functions and techniques to express
one’s ideas, needs, feelings and attitudes 3.3 Expand ideas in writing using cohesive
devices and employing different rhetorical modes 3.4 Use key idea sentences, support
sentences, transition devices and restatements in texts
7. 4. Present information in graphic and non-linear texts 4.1 Take down notes utilizing
information maps • linear and cyclical flowcharts • two-level tree diagrams • three
columnar grids 4.2 Use two-step word and phrasal outlines to organize ideas 4.3 Make
a write-up of charts and graphs 5. Edit one’s composition following guidelines
concerning content, format and mechanics 6. Acknowledge resources used 6.1 Use
quotation marks to enclose direct quotations from resources 6.2 Use expressions like
“according to …” to indicate citations made LITERATURE 1. Discover Philippine
literature as a means of having a better understanding of man and his environment 1.1
Express appreciation of one’s identity and cultural heritage 1.1.1 Show appreciation for
worthwhile local traditions and practices expressed in Philippine literature and the
values they represent 1.2 Show appreciation of literature specifically Philippine literature
as a means of highlighting human rights in varied genres 1.3 Appreciate poetry and the
essay expressive of the Filipino identity and pride as a nation 2. Discover through
literature the need to work cooperatively and responsibility in today’s global village 2.1
Infer motives, attitudes and values of a character from what he does (action/manner),
says and what others say about him 2.2 Anticipate events and outcomes from a series
of details or acts 3. Show understanding and appreciation of various literary types/(with
emphasis on Philippine literature) (i.e. legends, fables, myths, folktales) 3.1 Identify the
elements of a literary form which distinguishes it from other literary forms; short story,
poem, essay, drama/play 3.1.1 Explain the characteristics of fables, legends, myths,
folktales 3.1.2 Single out events that form the plot of a short story 3.2 Distinguish
between the language of science and the language of literature
8. 4. Determine the conflicts presented in literature (man vs. man, man vs. himself, man
vs. institutions) and the need to resolve those conflicts in a non-violent way 5. State
whether a literary piece affirms, modifies or changes one’s value system 6. Edit one’s
composition following guidelines concerning content, format, and mechanics 6.1 Identify
and explain poetic devices, use of local color, figurative language and sensory images
in literary forms 6.2 Point out the author’s technique for characterization 6.3 Point out
and express appreciation for sense image in poems
9. SECOND YEAR At the end of the second year, the student shall have developed the
following competencies: LISTENING 1. Determine the social issues addressed in an
informative talk, the objective of the speaker and his attitude on the issues 1.1 Listen for
clues and links to show the speaker’s trend of thought 1.1.1 Describe the speaker’s
attitude towards the subject 1.1.2 Arrive at conclusions regarding the attitude of the
speaker toward his subject by noting clues and links to show the speaker’s stand and
assumptions 1.2 Explore opportunities for speedy and economical access to information
by listening to talks, informative, political, religious 2. Identify prosodic features, stress,
and intonation features as carriers of meaning that may aid or interfere in the delivery of
the message in stories and informative texts 2.1 Note prosodic features (e.g. stress,
intonation, pauses) and rate of speech as carriers of meaning 2.2 Identify changes in
meaning signaled by stress, intonation and juncture 2.3 Listen for points the speaker
emphasizes as important signaled by contrastive sentence stress 3. Employ varied
listening strategies (marginal, selective, attentive, critical) to suit the listening text and
task 3.1 Supply gaps in listening texts caused by acoustic disturbance 3.1.1 Predict
what is to follow considering the text type and macro discourse pattern 3.1.2 Use
context to guess items not heard in a listening text 3.2 Listen to longer stories 3.2.1
Employ projective listening strategies when listening to stories 3.2.2 Predict outcomes
from events described in stories as they unfold 3.2.3 Listen to determine if one’s
predictions are borne out 3.2.4 Listen to events and note developments in narratives as
they unfold 3.2.5 Note the dramatic effect of sudden twists in surprise endings 3.3
Listen to issues pertaining to the community 3.3.1 Identify the attitudes of the speaker
on an issue 3.3.2 Determine if the speaker is neutral, for or against an issue
10.4. Process speech at different rates by making inferences from what was said 4.1 Use
syntactic and lexical clues to supply items not heard in a listening text 4.1.1 Anticipate
what is to follow considering the function of the statements made 4.2 Listen to
determine conflicting information aired over the radio and television 5. Express
appreciation for oral interpretations noting harmony, unison, and rhythm 5.1 Listen to
appreciate the tune and narrative structure of ballads 5.2 Listen to appreciate harmony,
unison, and rhythm in choric interpretations SPEAKING 1. Give a short, informative talk
using appropriate registers to suit the intended audience and variation in intonation and
stress for emphasis and contrast 1.1 Make use of stress and intonation for emphasis
and contrast 1.2 Express feelings and attitudes by utilizing contrastive stress and
variations of tone and tempo 1.3 Use stress, intonation and juncture to signal changes
in meaning 2. Give information and express needs, opinions, feelings and attitudes
explicitly and implicitly in informative talk 2.1 Formulate response to questions noting
the types of questions raised (yes-no, wh- questions alternative, modals, embedded)
2.2 Use the telephone to make inquiries 2.3 Give information obtained from mass
media: newspapers, radio, television 2.4 Use audio-visual aids to highlight important
points in an informative talk 3. Infer the function of utterance and respond accordingly
taking into account the context of the situation and the tone used (asking information,
making suggestions, expressing wants, dislikes, approval, disapproval 3.1 Respond
orally to the ideas and needs expressed in face-to-face interviews in accordance with
the intended meaning of the speaker 3.2 Include instructional information and
constraints 4. Arrive at a consensus on community issues by assessing statements
made 4.1 React to information obtained from talks 4.1.1 Agree/disagree with statements
and observations made concerning community issues 4.2 Agree/disagree with
statements, observations and responses made in political and religious talks when
discussing issues affecting the community 4.3 Interview persons to get their opinions
about social issues affecting the community
11.5. Use appropriate turn-taking strategies (topic nomination, topic development, topic
shift, turn-getting, etc.) in extended conversation 6. Use communication strategies (e.g.
paraphrase, translations, and circumlocution) to repair break down in communication
READING 1. Gather data using library resources consisting of general references, atlas,
periodical index, and periodicals to locate information 1.1 Use the periodical index to
locate information in periodicals 1.1.1 Determine the content and stand of a newspaper
1.2 Extract and organize information from different text types 2. Adjust and vary reading
speed based on one’s purpose for reading and the type of materials read 2.1 Use
different reading styles to suit the text and one’s purpose for reading 2.2 Scan rapidly
for sequence signals or connectors as basis for determining the rhetorical organization
of texts 3. Demonstrate the ability to activate background knowledge (e.g. use advance
organizers, illustrations, comprehension, questions, titles, etc.) to better understand a
text 3.1 Relate ideas from previous readings to a given text 4. Demonstrate the ability to
interpret and if necessary reproduce in linear verbal forms and graphics relationships
calling for inferential interpretations 4.1 Interpret and compare orally or in writing
information presented in tables, charts, graphs, etc. 4.2 Choose the chart (flow chart,
tree diagram or grid) most suited to illustrate thought relationships in a given text 4.3
Organize information into a concept map 5. Utilize varied reading strategies (covert
dialogue with the writer and the sectional approach) to process information in a text 5.1
Note the function of statements made as the text unfolds and use it as the basis of
predicting what is to follow 5.2 Suggest modifications to be made considering the
context of the situation when the text was written 5.3 Distinguish between facts and
opinion and note expressions that signal opinions (seems, as I see it)
12.5.4 Identify propaganda strategies used in advertisements and other texts and consider
these when formulating hypothesis concerning claims made 5.5 Abstract information
from the text by noting both explicit and implicit signals used by the writer to serve as
directions on how the text is to be interpreted 6. Develop the ability and the desire to
read different text types for information, pleasure and appreciation 6.1 Derive from the
written text varied ways of expressing an idea 7. Develop strategies to make sense of
unfamiliar words, ambiguous sentence structures, and information-dense discourse 7.1
Arrange words in a cline to differentiate between shades of meaning 7.2 Guess the
meaning of idiomatic expressions by noting keywords in expressions, context clues,
collocations, clusters or related words, etc. 7.3 Get the meaning of complex sentence
structures by deleting expansions to come up with the kernel sentence WRITING 1.
Communicate thoughts, feelings, one’s needs in letters, journal entries, book reviews,
interview write-ups, etc. using appropriate styles (formal and informal) 1.1 Employ the
interactional functions of language in pen-pal letters, letters of invitation, “yes” and “no”
letters 1.2 Write reflections on learning experiences in diary and journal entries 1.3
Summarize and write reactions to books read (book reviews) or movies seen (movie
review) 1.4 Prepare interview guides and make a write-up of an interview 2. Accomplish
forms (school, evaluation, survey) and order slips and prepare posters and captions
calling attention to drives 2.1 Fill out personal data sheets (school forms, bank forms,
etc.) 2.2 Accomplish order slips, telecom forms 2.3 Call attention to school events and
drives 2.3.1 Make captions for posters 2.3.2 Write slogans 2.3.3 Prepare
advertisements for school drives
13.3. Write different types of discourse: narration (personal experiences), exposition (book
reviews) and description (apparatus, objects, etc.) 3.1 Write well-constructed texts
employing alternative forms of the overall macro discourse patterns P-Sn Situation,
Problem, Attempted Solution-Result-Evaluation TRI Topic-Restriction, Topic-Illustration,
and Topic-Restriction-Illustration 3.2 Use appropriate modes of development to express
one’s ideas, needs, feelings, and attitudes 3.3 Expand ideas using a variety of and
cohesive devices to make the flow of thought from one sentence to another smooth and
effortless 3.4 Write short personal narratives to support an assertion 4. Organize ideas
in non-linear texts 4.1 Use information maps and other concept maps as aids in note
taking • Linear, branching, cyclical flow-charts • Three-level tree diagrams • Grids 4.2
Use three-step word, phrasal and sentence outlines to organize ideas 4.3 Explain in
writing the data presented in non-linear texts 5. Do self and peer-editing using a set of
criteria 6. Use writing conventions to indicate acknowledgement of resources
LITERATURE 1. Discover Philippine and Afro Asian literature as a means of expanding
experiences and outlook and enhancing worthwhile universal human values 1.1
Express appreciation for worthwhile Asian traditions and the values they represent 1.2
Assess the Asian identity as presented in Asian literature 1.3 Assess one’s self in the
light of what makes an Asian 1.4 Identify one’s self with other people through literature
and note cultural differences so as to get to the heart of problems arising from them 2.
Discover literature as a means of having a better understanding of man and the forces
he has to contend with 2.1 Discover through literature the symbiotic relationship
between man and his environment and the need of the former to protect the latter 2.2
Demonstrate a heightened sensitivity to the needs of others for a better understanding
of man
14.2.3 Discover through literature the links between one’s life and the lives of the people
throughout the world 2.4 Highlight the need for a more just and equitable distribution of
resources 3. Show understanding and appreciation of the different genres with
emphasis on types contributed by Asian countries (i.e. haiku, tanka etc.) 3.1 Point out
the elements of plays and playlets 3.2 Determine the macro discourse patterns
(PSNTRI) of essays and the micro discourse signals used to establish meaning
relationships in the essay 4. Point out the role of literature in enabling one to grow in
personhood 4.1 Note the values underscored by the writer in literary pieces 4.2
Distinguish literature s a means of gaining vicarious experiences 4.3 Discriminate what
is worthwhile from what is not through literature 4.3.1 Distinguish as a positive value the
ability to look into oneself and to accept one’s strengths and weaknesses 4.3.2 Single
out humility, resourcefulness and self-reliance 5. Employ reading skills as an aid in
comprehension and appreciation of a literary piece 5.1 Select appropriate details from a
selection (i.e. contrasts, illustration, etc.) used by an essayist to attain his objective (to
persuade, to inform, to call attention, etc.) 5.2 Point out how the choice of title space
allotment, imagery, choice of words, figurative language, etc. contribute to the theme
5.2.1 Single out and explain figurative language used 5.2.2 Point out and express
appreciation of sensory images in literary forms 5.3 Show relationship between the man
idea and significant details 5.4 Draw conclusions and make inferences based on
details/specific ideas 5.5 Determine the author’s tone and purpose for writing a literary
selection 5.6 Paraphrase passages to demonstrate understanding
15.THIRD YEAR At the end of the third year, the student shall have developed the
following competencies: LISTENING 1. Show openness when listening to statements
contrary to one’s beliefs 1.1 Take into account the context and situations that gave rise
to statements contrary to one’s stand 1.1.1 Take note of cultural differences underlying
contradictory views 1.2 Explore opportunities for obtaining varied views on a given issue
by listening to debates and talk shows 1.2.1 Infer links and connections between ideas
2. Determine the claims, perspectives, assumptions, and the line of argumentation in
oral presentations 2.1 Listen for important points signaled by pausing and a slow rate of
speech 2.2 Identify explicit signals given by the speaker (e.g. “this is important…”) to
underscore a point 2.3 Listen for clues to enable one to tune in to the topic discussed 3.
Shift from one listening strategy to another depending on the text and one’s purpose for
listening 1.1 Shift from marginal to attentive listening depending on the topic listened to
1.1.1 Employ listening strategies suited to the type of text 1.1.2 Use attentive listening
with informative texts and critical listening with argumentative texts 1.1.3 Use TLQR
(Tune-in to raise Questions, then Listen and Respond) when listening to informative and
argumentative texts 1.2 Listen to argumentative discourse 1.2.1 Listen to single out
reasons cited in argumentative texts 1.2.2 Determine the logic of arguments cited 1.2.3
Determine the stand of a speaker on a given issue 1.2.4 Determine the assumptions
underlying the arguments of a speaker 1.2.5 Determine the effectiveness of closing
statements in arguments 1.3 Listen to social, moral and economic issues affecting the
nation 1.3.1 Listen to get the different sides to an issue in panel discussions 1.3.2
Identify the speaker’s stand on an issue by noting explicit and implicit signals (e.g.
choice of words to highlight or downplay assertions made)
16.4. Process speech at different rates when listening to informative and argumentative
texts 1.1 Determine what was left out and highlighted in informative and argumentative
talks 1.1.1 Listen to determine the worth of ideas based on a set of criteria 1.1.2 Listen
to determine whether conclusions are logical or illogical 1.1.3 Determine inconsistencies
1.1.4 Pick out discrepancies in supporting ideas 1.1.5 Determine the information map
suited to informative classificatory texts (tree diagrams), informative process texts (flow
charts), and contrastive argumentative texts (grid) 4.2 Compare the stand and attitudes
of newscasters and panel discussants 5. Express appreciation of award-winning protest
and patriotic songs and radio plays 5.1 Listen to appreciate the sound effects and
dramatic interpretations employed in radio plays 5.2 Listen to appreciate the melody,
rhythm, and words of award winning songs used as musical themes in movies
SPEAKING 1. Give a persuasive talk on an issue adjusting one’s rate/volume of
speaking and register to suit the topic, audience and setting in a communication
situation 1.1 Use pausing and a slow rate of speech to signal important points in one’s
talk 1.2 Use explicit signals (e.g. ”This is important…”) to underscore or highlight a point
in one’s talk 2. Give information and express needs, opinions, feelings, and attitudes
implicitly through analogy 2.1 Elicit and give information using different types of
questions and seek clarification and verification of responses made 2.2 Present
arguments in debates and argumentative texts 2.3 Give information obtained from
varied sources: talks, periodicals, mass media 2.4 Use technological aids when
conveying information (e.g. projectors) 3. Use form, function, and context to express
one’s intended meaning 4. Arrive at a consensus by reconciling views 4.1 React
critically to issues raised in talk shows and discussions of issues affecting the nation
17.4.2 Agree/disagree with assertions made, justify one’s stand and suggest modifications
in open forums following informative talks, panel discussions and debates on national
issues 5. Use conversational gambits in face-to-face interactions to obtain information,
express modified agreements, etc. 5.1 Conduct ambush interviews to determine opinion
on issues affecting the nation 5.2 Use verbal (paraphrase, translation, circumlocution)
as well as non-verbal communication strategies and communication check to forestall
and repair breakdown in communication 6. Use verbal (paraphrase, translation,
circumlocution) as well as non-verbal communication strategies in extended oral reports
READING 1. Gather data using library resources, newspapers, other print materials
(periodicals, brochures, pamphlets) and non-print resources like audio and video tapes
2. Adjust and vary reading styles to suit the text, one’s background knowledge of the
topic discussed and one’s purpose for reading 1.1 Scan rapidly for sequence signals or
connectors as basis for determining the macro discourse pattern and rhetorical
organization of the texts 2.2 Suit one’s reading style to the different text types:
informative, journalistic, and literary 3. Demonstrate the ability to use titles and sub-titles
as a means of getting an overview of the text and linking it with previous knowledge of
the topic 3.1 Assess a text in the light of previous readings 3.2 Assess advance
organizers, titles, sub-titles, illustrations, etc. in the light of information given in a text 4.
Demonstrate the ability to interpret and transcode information from linear to non-linear
texts and vice versa 4.1 Interpret and match information presented in diagrams with
corresponding reading texts
18.1.1 Demonstrate the ability to use varied ways of organizing information (outlining,
graphic representation, etc.) 1.1.1 Take down notes from a reading text using
abbreviations, symbols, and diagrams 2 Use varied approaches to make sense of and
develop appreciation of different text types (covert dialogue with the writer, the sectional
approach discourse analysis) 2.1 Use genre analysis as a means of determining the
written conventions of different text types 2.2 Note the new data provided as the text
unfolds and use them as basis for modifying expanding or affirming hypothesis made
2.3 Re-structure original hypothesis to incorporate new information and avoid sweeping
generalizations 2.4 Note the use of emotion-laden terms to express opinions 2.5 React
critically to what is read by judging the relevance and worth of ideas, soundness of the
author’s reasoning, and the effectiveness of the presentation 2.5.1 Express emotional
reactions to what is explicitly stated and implied in a text 3 Choose from varied reading
materials/designed to give information and pleasure, and to develop appreciation for
reading 3.1 Utilize reading as a means of developing language skills 3.2 Express
emotional reaction to what is explicitly stated and implied in the text 4 Employ varied
strategies to make sense of unknown words (word derivations, context clues, word
analysis, etc.) and ambiguous sentences (e.g. processing kernel and embedded
clauses) 4.1 Identify the derivation of words 4.2 Arrive at the meaning of words through
context clues, word analysis (root words, affixes, compounds) 4.3 Use structural
analysis on the word, sentence, and discourse levels to make sense of a text 4.4 Note
the strategies employed (restatements, definition, synonyms, antonyms) to clarify
meanings in a given selection 4.5 Identify the features of the written language that
distinguish it from the spoken form (e.g. “according to”, “may we conclude”, “as
previously stated”, “the following points to consider”, etc.) 4.6 Pick out cohesive
devices/discourse markers which introduce conclude topics
19.WRITING 1. Express opinion in writing (e.g. stand on certain issues, complaints, etc.)
and write summaries of survey reports on a given issue 1.1 Call attention in writing to
good/objectionable practices in open letters, letters of commendation and complaint 1.2
Express in writing satisfaction or dissatisfaction over services, performances, etc. (e.g.
plays, movies, etc.) in journal entries, reviews 1.3 Prepare survey forms and make a
write-up of survey results 1.4 Write a library research paper on a national issue 2. Fill
out forms in line with business promotions and give information concerning group
undertakings and activities 2.1 Accomplish business promotion forms • warranty return
forms • raffle contest forms 2.2 Prepare notices, agendas and minutes of meetings 2.3
Call attention to school events and drives 3. Demonstrate imagination in writing different
text types: narratives both in text and script forms, description, definition, critiques of a
movie or play 3.1 Write texts with the overall text structure (P-Sn or TRI) and generic
structure in mind suited to the text type 3.2 Suit the rhetorical techniques and functions
to the objective and purpose of the written discourse 3.3 Produce a unified text by using
cohesive devices, coordination and subordination to enhance clarity of ideas, and the
appropriate micro-discourse signals to establish meaning relationships 3.4 Provide
examples and illustrations as well as non-examples to clarify definitions of abstract
concepts 4. Use maps and other non-linear texts to present information 4.1 Use concept
maps (linear, bubble, tree diagrams, grids) to show relationships between and among
ideas abstracted from texts 4.2 Use different types of outline (word, phrasal, clausal) to
organize ideas 4.3 Make a write-up of non-linear texts used to present information 5.
Give and respond to feedback on how to revise compositions or refine ideas by citing
details, giving explanations, examples where necessary 6. Use bibliographic and
footnote entries to acknowledge citations made in a research paper
20.LITERATURE 1. Pick out worthwhile human experiences underscored in Philippine,
English and American literature 1.1 Single out the Eastern and Western cultural values
evident in our heritage as a result of historical development 1.1.1 Express appreciation
for Filipino cultural values and its similarities to or differences from English-American
values 1.2 Show appreciation for Western traditions, practices and the values they
represent 1.2.1 Underscore the Western values of candid frankness and humor as
presented in British and American literature 1.2.2 Stress the importance of task-
orientedness and efficiency as values worth emulating 2. Discover literature as a means
of understanding man and society (i.e. the bonds/links between man and society) as
presented in Philippine, English and American literature 2.1 Sow a keener sense of
values that last in spite of changes brought about by science and technology 2.2 React
to experiences or actions of the characters in relation to real life situations 2.3 Express
the belief that people can change their ways depending on their motivation and
determination as shown in literature 2.4 React to the experiences of the characters in
relation to real life situations 2.5 Analyze and explain how the environment influences
the person’s character and actions 2.6 Deduce recurring themes underscored in literary
pieces 3. Show understanding and appreciation of varied genres focusing on the
contributions of British and America (i.e. sonnets, short stories, etc.) 3.1 Note the form
and functions of different types and sub-types of texts 3.2 Differentiate comedy from
tragedy, formal from informal essays 3.3 Trace the development of character and
conflict in narratives and dramas, and discuss the devices used to achieve unity of
effect 3.4 Determine the objective of the essayist and the means employed to attain
them 4. State the effect of a literary piece on one’s value system 4.1 React to the values
underlying responses to situations in literary pieces 4.2 Single out worthwhile human
values 4.3 Point out one’s attitudes that contribute to a person’s values
21.5. Single out the devices employed in fiction works and non-fiction works
(foreshadowing, flashbacks, figurative language, etc.) used by the author for intellectual,
emotional and aesthetic purposes 5.1 Account for the devices used by a writer to
highlight significant points in a text 5.1.1 Interpret and explain figurative language used
to achieve certain effects and assess it in the light of its contributions to the overall
theme of the selection 5.1.2 Point out and express appreciation for the author’s choice
of words 5.1.3 React to the figurative language used in the selection 5.2 Point out
relationships of time, place, cause-effect, general concepts, examples, analogy, etc.
used by the writer to underscore the theme of the selection 5.3 Point out the sequencing
of details and account for such sequencing
22.FOURTH YEAR At the end of the fourth year, the student shall have developed the
following competencies: LISTENING 1. Show courtesy while listening to the ideas and
feelings of others 1.1 Listen attentively to what is uttered 1.2 Allow the speaker to
expound on the topic before reacting to what is said 2. Derive information that can be
used in everyday life from news reports, speeches, informative talks, panel discussions,
etc. 2.1 Explore opportunities for obtaining comprehensive information and varying
perspectives by listening to global television newscasts 2.2 Point out the effectiveness
of the devices used by the speaker to attract and hold the attention of the listener 2.3
Identify the roles of discourse markers (e.g. conjunctions, gambits, adverbs) in signaling
the functions of statements made 2.4 Identify implicit and explicit signals-verbal as well
as non-verbal used by a speaker- to-highlight important points 2.4.1 Single out direct
and indirect signals used by a speaker 2.5 Respond to intonation used to signal
information structure 3. Assess the effectiveness of listening strategies employed
considering the text types, the listening task and one’s purpose for listening 3.1 Match
the strategy employed with the type of text, the objective of the listener and the level of
difficulty of the text 3.1.1 Demonstrate flexibility in switching from one strategy to
another in accordance with the situation and text type 3.1.2 Employ analytical listening
in problem solving 3.1.3 Use varied approaches (e.g. selective listening TQLR, etc.) to
process listening tasks 3.2 Listen to detailed reports, lecturettes and issues 3.2.1 Listen
to take down notes from lecturettes or oral reports 3.2.2 Determine when to listen and
when to take down notes in lecturettes or oral reports 3.2.3 Listen to determine what
further elucidation is needed in a report or a lecture 3.2.4 Listen to supply items not
heard in reports and lecturettes
23.3.2.5 Use prosodic as well as lexical clues to distinguish important points in a lecture
3.2.6 Determine the content and functions of statements in a lecture 3.3 Listen to global
issues 3.3.1 Listen to get different viewpoints on global issues in talk shows 3.3.2 Listen
to get specific information from global television newscasts 4. Process speech at
different rates when evaluating tasks and taking down notes 4.1 Assess the
effectiveness of a material listened to with a view of determining the speaker’s purpose
and assessing whether it was achieved or not 4.1.1 Give reactions to what was said
4.1.2 Analyze what was heard on the bases of a given set of criteria 4.1.3 Analyze and
evaluate listening texts in point of accuracy, validity, adequacy and relevance 5. Show
appreciation for songs, poems, plays, etc. 5.1 Listen to appreciate varies types of
dramatic oral interpretations and songs with emphasis on protest songs 5.1.1 Note the
prosodic pattern used in dramatic readings 5.1.2 Listen to chamber theater and reader’s
theater presentations 5.1.3 Describes the emotional appeal of a piece 5.2 Give the
theme/message of protest songs SPEAKING 1. Speak clearly and spontaneously
adapting one’s speech to situations, circumstances and people addressed 1.1 Use
accompanying non-verbal language clues (e.g. gestures) to highlight significant points
in extended discourse 2. Use appropriate language, idioms, figurative language,
analogy to express one’s feelings, thoughts and ideas 2.1 Ask and respond to questions
raised in different situations e.g. interviews, open forums, giving directions, etc. 2.2
Express varied outlooks on a given issue 2.3 Give information obtained from the
internet and other sources 2.4 Use interactive media as aids when conveying
information 2.4.1 Analyze and use sales psychology that underlies advertisements on
radio and television when conveying information 2.4.2 Use idioms in expressing one’s
feelings and attitudes
24.3. Employ alternative ways of expressing speech acts and functions 4. Arrive at a
consensus by resorting to varied strategies, assessment, negotiation and
accommodation 4.1 Analyze and react critically to ideas presented in speeches, news
reports, discussed, etc. 4.2 Indicate affirmation of and/or objections to ideas expressed
in discussion on global issues 4.2.1 Agree/disagree with panelists expressing varied
outlooks on a given issue 5. Observe conversation strategies in face-to-face extended
oral interactions 5.1 Interview business and educational establishments to determine
their policies and social orientation 5.2 Use verbal and non-verbal communication
strategies to forestall and repair communication breakdown 6. Analyze and react
critically to ideas presented in speeches, news reports, discussions, etc. READING 1.
Derive information from various text types (journalistic, literary, scientific, practical,
technical, etc.) and sources using the card catalogue, vertical file index, microfiche, CD-
ROM, Internet, etc. 1.1 Use locational skills to gather and synthesize information from
general and first hand sources of information 1.2 Get information from websites through
the Internet 1.3 Distinguish between primary and secondary sources of information 1.4
Extract accurately the required information from sources read and reject irrelevant
information 2. Adjust and vary reading speed and style to suit the text, one’s
background knowledge and purpose in reading, and the constraints of the material read
2.1 Employ different processing approaches (discourse analysis, genre analysis, SQ3R,
P2RST) best suited to a given text 2.2 Scan for specific meanings and information 3.
Demonstrate the ability to use previous experiences as a scaffold for processing
information in a given text 3.1 Test new insights against previous learnings
25.3.2 Synthesize previous learnings with new insights 3.3 Note the effectiveness of textual
aids like advance organizers, titles, sub-titles, non- linear illustrations, etc. in activating
background relevant to the selection 4. Explain visual-verbal relationships illustrated in
tables, graphs, information maps commonly used in context area texts 4.1 Transcode
information from linear to non-linear texts and vice-versa 4.2 Explain illustrations and
schematic diagrams in Science and Technology texts 5. Show familiarity with the
argumentation and rhetorical conventions of a discipline 5.1 Note the functions of
statement as they unfold 5.2 Consider the data that might disconfirm hypothesis 5.3
Examine opinions for bias 5.4 Determine the validity and adequacy of proof statements
to support assertions 5.5 React critically to the devices employed by a writer to achieve
his purpose 5.6 React to assertions and proof statements made in a text and how they
are presented 6. Show discrimination in the choice of reading materials designed to give
information and pleasure and to develop appreciation for reading 6.1 Utilize reading as
a means of improving one’s language skills 7. Develop strategies for coping with
unknown words and ambiguous sentence structures and discourse 7.1 Identify the
derivation of words 7.2 Define words from context and through word analysis (prefix,
roots, suffixes) 7.3 Use collocations of difficult words as aids in unlocking vocabulary 7.4
Arrive at the meaning of structurally complex and ambiguous sentences by kernel
sentences as from modification structures and expansions WRITING 1. Organize one’s
thoughts and adopt then appropriate writing style in letters, resumes, critiques, etc. with
the addresses-audience in mind 1.1 Write letters of application (job and/or admission to
a university) and the accompanying documents (e.g. resume) 1.2 Use the interactional
and transactional functions of language in letters of appeal, inquiry, etc. 1.3 Put down in
writing in journal entries reflections and insights resulting from “growth-in-personhood”
experiences
26.1.4 Write a research paper on a global issue 1.4.1 Analyze, choose and synthesize
information from varied resources 1.4.2 Employ varied strategies (condensing, deleting,
combining, embedding) when summarizing materials read 2. Fill out application forms
(school, job, bank, etc.) and write project proposals 2.1 Prepare school project
proposals, on-going project evaluation and end-of-the-project reports 3. Produce
different text types and sub-types (e.g. descriptions, essays, critique, reviews) 3.1
Organize information in texts bearing in the mind the overall macro-discourse pattern
and generic structure suited to the objective of the written discourse 3.2 Utilize
alternative forms that may be used with the different rhetorical functions and techniques
(e.g. varied types of definitions; different micro-discourse signals for cause-effect) 3.3
Expand ideas in well-constructed paragraphs observing cohesion, coherence and the
appropriate modes of paragraph development 4. Transcode information from linear to
non-linear texts and vice-versa 4.1 Employ concept mapping (circle, bubble, bridge,
linear, etc.) as aids in taking down notes and organizing ideas 4.2 Use outlines to sum
up ideas taken from or to be expanded into texts 4.3 Use non-linear text outlines and
notes as aids in the preparation of a research paper 4.4 Make a write-up of the visuals
used in texts (visual-verbal relationship) 5. Give and respond to feedback on one’s
paper in the revision process 6. Show respect for intellectual property rights by
acknowledging citations made in reports and research • quotation marks or hanging
indentions for direct quotes • internal footnoting • bibliographic entries of text cited from
books and periodicals LITERATURE 1. Show appreciation for the significant human
experiences expressed in various types of literary genres in world literature 1.1 Identify
the values reflected in various text types in world literature 1.2 Show value and respect
for diversity evident in world literature 1.3 Point out how writers build a system of values
through their selection of words and details and the way they shape reality
27.2. Express the belief that people can make a difference as highlighted in literature 2.1
Abstract from literary works how local and global are inter-connected in our daily lives
2.2 Respond to the idea of “cultural imperialism” in the global scenarios presented in
literature 2.3 Stress the universality of generosity and service to others as reflected in
world literature 3. Show the difference in the generic structure of various literary types
across cultures: for narratives, drama, essays, etc. 3.1 Differentiate between journalistic
literary, scientific texts where situations and text structures are concerned 3.2 Point out
the interdependence of plot, setting and characterization in narratives to achieve the
author’s purpose 3.2.1 Note the time line in narratives: historical, flashback,
juxtaposition 3.2.2 Describe the various types of conflict evident in the selection 3.2.3
Deduce the themes from narratives 3.3 Determine the information map used by an
essayist in his essay 3.3.1 Determine the rhetorical functions and techniques used in
essays 3.4 Pick out the elements that distinguish drama as a literary form and explain
dramatic devices 4. Show a keener sense of value for what is worthwhile through
exposure to literature 4.1 Discriminate between positive and negative values 4.2
Indicate commitment to social justice and equality as portrayed in world literature 4.3
Show concern for the environment for sustainable development 5. Discuss and react to
the literary techniques and styles (e.g. choice of symbols, imagery, juxtaposition)
adapted by an author to achieve his purpose 5.1 Single out imagery and poetic devices
(e.g. figurative language, rhyme, etc.) used for unity of effect and express appreciation
for its use 5.2 Identify flashback, foreshadowing, juxtaposition and their contribution to
the text structure