DepEd Grade 8 English Curriculum Guide

K TO 12 CURRICULUM GUIDE IN ENGLISH

GRADE 8PROGRAM STANDARD: The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.GRADE LEVEL STANDARD: The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of Afro-Asian Literature and other texts types for a deeper appreciation of Afro-Asian Culture and those of other countries.

DOMAINS OF LITERACY

CONTENT STANDARD PERFORMANCE STANDARD

LEARNING COMPETENCIES

Listening Comprehension

Quarter 1The learner demonstrates understanding of the prosodic features and non-verbal cues that serve as carriers of meaning when listening to informative texts and longer narratives to note significant details.

Quarter 1The learner accurately produces a schematic diagram to note and give an account of the important details in long narratives or descriptions listened to.

Quarter 1Recognize prosodic features: stress, intonation and pauses serving as carriers of meaning that may aid or interfere in the delivery of the message in stories and informative texts

Note prosodic features (stress, intonation, pauses) and rate of speech as carriers of meaning

Recognize changes in meaning signaled by stress, intonation and pauses

Listen to points the speaker emphasizes as signaled by contrastive sentence stress determine how stress, intonation, phrasing, pacing, tone and non-verbal cues serve as carriers of meaning that may aid or interfere in the message of the text listened to

Quarter 2The learner demonstrates understanding on how employing projective listening strategies to descriptive and longer narrative audio texts,

Quarter 2The learner creates an audio – video presentation highlighting the core message of a text

Quarter 2Employ appropriate listening skills when listening to descriptive and long narrative texts

(e. g. making predictions, noting the dramatic effect of sudden twists, etc.)

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helps him/her to validate information, opinion, or assumption to participate well in specific communicative context .

The learner demonstrates understanding of adjusting listening strategies (marginal, selective, attentive, critical) in relation to the main purpose of listening, one’s familiarity with the topic and difficulty of the text describing a process and narrating longer stories to suit the listening text and task.

listened to. Employ projective listening strategies with longer stories

Listen to determine conflicting information aired over the radio and television

Listen for clues to determine pictorial representations of what is talked about in a listening text

Quarter 3The learner demonstrates understanding in validating information, opinions, or assumptions made by a speaker to arrive at sound decisions on critical issues.

Quarter 3The learner proficiently writes an editorial article concerning an issue raised by the speaker in a text listened to.

Quarter 3Determine the persons being addressed in an

informative talk, the objective/s of the speaker and his/her attitude on the issues

Use attentive listening strategies with informative texts

Note clues and links to show the speaker’s stand and assumptions

Listen for clues and links to show the speaker’s train of thoughts

Determine the stand of the speaker on a given issue Listen to get the different sides of social, moral, and economic issues affecting a community

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Quarter 4 The learner demonstrates understanding of how the orchestration of harmony, unison, rhythm and the structure of narratives and other text types enable him or her to appreciate their richness.

Quarter 4The learner creatively renders a choric interpretation of a text listened to

Quarter 4Process speech delivered at different rates by making

inferences from what was listened to

Use syntactic and lexical clues to supply items not listened to

Anticipate what is to follow in a text listened to considering the function/s of the statements made

Express appreciation for texts orally interpreted noting harmony, unison, and rhythm.

Listen to appreciate the tune and the narrative structure of ballads

Listen to appreciate harmony, unison, and rhythm in choric interpretations.

Oral Language and Fluency

Quarter 1The learner

demonstrates understanding of how to speak in clear, correct English appropriate for a certain situation, purpose and audience.


actively participates in a conversational dialogue about school/environmental issues or any current social concerns.

Quarter 1Use appropriate registers to suit the intended audience, and variation in intonation and stress for emphasis and contrast

o Express feelings and attitudes by utilizing contrastive stress and variations of tone and tempo

o Use stress, intonation, and juncture to signal changes in meaning


demonstrates


joins actively in a

Quarter 2Ask for and give information, and express needs,

opinions, feelings, and attitudes explicitly and implicitly

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understanding of the various means on how figurative and academic language can be used in various communication settings.

panel discussion on a current issue or concern.

in an informative talk

Formulate responses to questions noting the types of questions raised (yes-no, wh-questions, alternative, modals, embedded)

Make inquiries

Give information obtained from mass media: newspapers, radio, television

Highlight important points in an informative talk using multi-media resources

Quarter 3The learner demonstrates understanding of using turn-taking strategies in extended conversations to effectively convey information.

Quarter 3The learner proficiently conducts a formal, structured interview of a specific subject.

Quarter 3Use appropriate turn-taking strategies (topic nomination, topic development, topic shift, turn-getting, etc.) in extended conversations

Interview persons to get opinions about certain issues

Respond orally to ideas and needs expressed in face-to-face interviews in accordance with the intended meaning of the speaker

Use communication strategies (e.g. paraphrase, translations, and circumlocution) to repair breakdown in communication

Quarter 4

The learner demonstrates understanding of speech functions and forms as indicators of meaning.

Quarter 4

The learner competently delivers an informative speech using multi-

Quarter 4Arrive at a consensus on community issues by assessing

statements made

React to information obtained from talks

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media resources to highlight important points.

Interview persons to get their opinions about social issues affecting the community

Agree/Disagree with statements, observations and responses made when issues affecting the community

Infer the function/s of utterances and respond accordingly taking into account the context of the situation and the tone used

Vocabulary Enhancement

(Subsumed in all domains)


demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning.


creatively produces an e-portfolio of vocabulary illustrating the use of varied strategies.

Quarter 1Develop strategies for coping with unknown words

and ambiguous sentence structures and discourse

o Differentiate between shades of meaning by arranging words in a cline o Guess the meaning of idiomatic expressions by noting keywords in expressions, context clues, collocations, clusters, etc.

o Arrive at the meaning of structurally complex and ambiguous sentences by deleting expansions to come up with kernel sentences


demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence

Quarter 2The learner creatively prepares a comparative log of academic and figurative language reflected in documents

Quarter 2 Develop strategies for coping with unknown

words and ambiguous sentence structures and discourse

o Identify the derivation of words

o Define words from context and through word analysis

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structures and discourse to arrive at meaning.

with the same themes. (prefix, roots, suffixes)

o Use collocations of difficult words as aids in unlocking vocabulary

o Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel sentences from modification structures and expansions



Quarter 3The learner creatively produces a frequency word list.

Quarter 3Develop strategies for coping with unknown words

and ambiguous sentence structures and discourseo Identify the derivation of words

o Define words from context and through word analysis (prefix, roots, suffixes


Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel sentences from modification structures and expansions.



Quarter 4The learner proficiently produces a glossary of words related to specific disciplines.

Quarter 4Develop strategies for coping with unknown words and

ambiguous sentence structures and discourse

o Identify the derivation of words

o Define words from context and through word analysis (prefix, roots, suffixes)

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Arrive at the meaning of structurally complex and

ambiguous sentences by separating kernel sentences from modification structures and expansions

Reading and Comprehension


demonstrates understanding of the different reading styles to suit the text and one’s purpose for reading.

Quarter 1The learner produces a Reading Log showing various entries like the choice of reading materials, the type of reading employed, etc.

Quarter 1Adjust reading speed based on one’s purpose for reading and the type of materials read

Use different reading styles to suit the text and one’s purpose for reading

Scan rapidly for sequence signals or connectors as basis for determining the rhetorical organization of texts

Skim to determine the author’s key ideas and purpose by answering questions raised after surveying the text

Read closely to select appropriate details from a selection for specific purposes


demonstrates understanding of textual relationships using non-linear forms and graphics to obtain information from linear and non-linear texts.

Quarter 2The learner proficiently uses advanced organizers/ illustrations showing textual relationships.

Quarter 2Evaluate content, elements, features, and properties of a

reading or viewing selection using a set of criteria developed in consultation (with peers and the teacher)

Explain visual-verbal relationships illustrated in tables, graphs, information maps commonly used in content area texts

Transcode information from linear to non-linear texts and vice-versa

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Explain illustrations from linear to non-linear texts and vice versa

Organize information illustrated in tables, graphs and maps


demonstrates understanding of varied reading approaches to make sense and develop appreciation for the different text types.

Quarter 3The learner creatively produces a digital chart of various text types with clickable features.

Quarter 3Utilize varied reading strategies to process information

in a text

Recognize the propaganda strategies used in advertisements and consider these in formulating hypotheses Distinguish between facts from opinions Use expressions that signal opinions (e.g. seems, as I see it)

Note the function of statements made as the text unfolds and use it as a basis for predicting what is to follow

Express emotional reactions to what was asserted or expressed in a text

Employ approaches best suited to a text

Note the functions of statements as they unfold and consider the data that might confirm/disconfirm hypothesis

Examine for bias

Determine the validity and adequacy of proof statements to support assertions

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React critically to the devices employed by a writer to achieve his/her purpose


demonstrates understanding of how to abstract information presented in different text types and to note explicit and implicit signals used by the writer.

Quarter 4The learner prepares an abstract of a text read.

Quarter 4Utilize knowledge of the differences among text types

(instructional, explanatory, recount, persuasive, informational and literary) as an aid in processing information in the selection read or viewed

Assess the content and function of each statement in a text with a view of determining the information structure of the text

Abstract information from the different text types by noting explicit and implicit signals used by the writer

Interpret instructions, directions, notices, rules and regulations

Locate and synthesize essential information found in any text

Distinguish the statement of facts from beliefs. Evaluate the accuracy of the information. Draw conclusions from the set of details. Point out relationships between statements. Distinguish between general and specific

statements.

Literature Quarter 1The learner

demonstrates understanding of the

Quarter 1The learner creatively and proficiently performs in a choral

Discover literature as a means of understanding the human being and the forces he/she to contend with

Discover through literature the symbiotic relationship

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different genres through the types contributed by Afro-Asian countries to express appreciation for Afro-Asian heritage.

reading of a chosen Afro-Asian poem.

between man and his environment and the need of the former to protect the latter

Demonstrate a heightened sensitivity to the needs of others for a better understanding of man

Discover through literature the links between one’s life and the lives of people throughout the world

Highlight the need for a more just and equitable distribution of resources


demonstrates understanding of how significant human experiences are best captured in various literary forms that inspire humans to bring out the best in them.

Quarter 2The learner creatively compiles Afro-Asian literary pieces as accounts of experiential learning.

Quarter 2 Show understanding and appreciation for the different

genres with emphasis on types contributed by Asian countries (i.e. Haiku, Tanka, etc.)

Point out the elements of plays and playlets

Determine the macro discourse patterns of essays and the macro discourse signals used to establish meaning relationships in the essay

Determine the author’s tone and purpose for writing the essay

Point out how the choice of title, space allotment, imagery, choice of words, figurative language, etc. contribute to the theme

Explain figurative language used Express appreciation for sensory images in literary

forms Show understanding of the text by paraphrasing

passages

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demonstrates understanding of the different genres to heighten literary competence.

Quarter 3The learner produces a critical review of articles with the same themes but different genres.

Quarter 3Discover Philippine and Afro Asian literature as a means

of expanding experiences and outlook and enhancing worthwhile universal human values

Express appreciation for worthwhile Asian traditions and the values they represent

Assess the Asian identity as presented in Asian literature and oneself in the light of what makes one an Asian

Identify oneself with other people through literature taking note of cultural differences so as to get to the heart of problems arising from them


demonstrates understanding of how literature mirrors the realities of life and depicts human aspirations.

Quarter 4The learner produces an e-literary folio which captures significant human experiences.

Quarter 4Point out the role of literature in enabling one to grow in

personhood

Discriminate between what is worthwhile and what is not through literature

Distinguish as positive values humility, resourcefulness, self-reliance and the ability to look into oneself, and accept one’s strengths and weaknessess

Viewing Comprehension


demonstrates understanding of the different text types and genres of programs viewed to effectively derive information and find

Quarter 1The learner produces program portfolio that monitors his/her progress as a viewer (in terms of interest, preference, and reflections on individual

Organize information extracted from a program viewed

Compare and contrast basic genres of programs viewed

Narrate events logically

Validate mental images of the information conveyed by a program viewed

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meaning in them viewing behaviors). Respond to questions raised in a program viewed


demonstrates understanding of the different text types and genres of programs viewed to effectively derive information and find meaning in them.

Quarter 2The learner effectively writes reactions to movies viewed. (movie review)

The learner presents a review of a program viewed.

Quarter 2

Discern positive and negative messages conveyed by a program viewed

React appropriately and provide suggestions based on an established fact

Decode the meaning of unfamiliar words using structural analysis

Follow task- based directions shown after viewing

Interpret the big ideas/key concepts implied by the facial

expressions of interlocutors


demonstrates understanding of the various analytical and evaluative techniques employed in critical viewing.

Quarter 3The learner produces a reaction paper to a program viewed.

Quarter 3 Analyze the elements that make up reality and fantasy

from a program viewed

Compare and contrast one’s own television-viewing behavior with other viewers’ viewing behavior

Organize an independent and systematic approach in critiquing various reading or viewing selection


demonstrates understanding of how viewing conventions affect the way viewers grasp,

Quarter 4The learner puts up a model television production incorporating viewing conventions.

Quarter 4 Recognize the principles of lay outing in viewing a

material

Explore how colors appeal to viewer’s emotions

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interpret, and evaluate the meaning of a program viewed.

Identify basic camera angles

Ascertain how balance created by symmetry affects visual response to a program viewed

Differentiate between vantage points and viewing

Writing Quarter 1The learner

demonstrates understanding of giving valuable personal information and information on social events and issues by accomplishing different forms to effectively function in school and in community. .

Quarter 1The learner proficiently prepares a brochure on the dangers of smoking/drugs and other social issues and concerns.

The learner writes a personal narratives.

The learner creates a blog on the internet commenting on social/economic issues and concerns.

Quarter 1Accomplish forms and prepare notices

Write the information asked for in the following forms: School forms Bank forms Order slips Evaluation forms Survey forms Bills, telecom, etc.

Write notices (e.g. posters, slogans, advertisements that relate to social events


demonstrates understanding of the power of language structures and forms in shaping people’s reactions, perceptions, points of view, and beliefs in local, national and global communities.

Quarter 2The learner conducts an opinion poll, interprets, and presents the findings having a local-based or national issue as reference.

Quarter 2Use non-linear texts and outlines to show relationships between ideas

Transcode ideas from texts to concept maps

Make a write-up of ideas presented in concept maps

Use three-step words, phrasal and sentence

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outlines to organize ideas

Transcode information from linear to non-linear texts and vice versa

Employ concept mapping (circle, bubble, linear, etc.) as aids in taking down notes and organizing ideas

Use outlines to sum up ideas taken from texts

Use non-linear text outlines and notes as aids in the preparation of a research paper


demonstrates understanding of how to have a good command and facility of the English Language necessary to produce writing in different genres and modes.

Quarter 3The learner produces an e-journal of poetry & prose entries with emphasis on content and writing style.

Quarter 3Use specific cohesive and literary devices to construct

integrative literary and expository reviews, critiques, research reports, and scripts for broadcast communication texts, including screenplays

Produce different text types and sub-types

Expand ideas in well-constructed paragraphs observing cohesion, coherence and appropriate modes of paragraph development

Give and respond to feedback on one’s paper in the revision process

Use grammatical structure and vocabulary needed to effectively emphasize particular points

Use appropriate modes of paragraph development to express one’s ideas, needs, feelings and attitudes

Use a variety of cohesive devices to make the

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flow of thoughts from one sentence to another smoothly and effortlessly

Write short personal narratives to support an assertion

Organize information gathered from primary and secondary sources using a graphic organizer and a simple topic outline

Do self and peer editing using a set of criteria

Revise a piece of short personal writing in terms of content, style, and mechanics collaboratively and independently.


demonstrates understanding of how to have a good command and facility of the English Language necessary to produce writing in different genres and modes.

Quarter 4The learner makes a write-up of an interview.

Quarter 4 Organize one’s thoughts and adopt the appropriate

writing style in letters, resumes, critiques, etc. using appropriate styles (formal and formal)and audience in mind

Employ interactional functions of language in different genres and modes of writing (pen-pal letters, letters of invitation, a “yes” and “no” letters, book reviews, interview write-ups, journal entries, etc.)

Write reflections on learning experiences in diary and journal entries

Write summaries of books read

Employ varied strategies (condensing, deleting, combining, embedding) when summarizing materials read

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Write reactions to books read

Show respect for intellectual property rights by acknowledging citations made

Acknowledge citations by indicating in a bibliography sources used

Use writing conventions to indicate acknowledgement of resources

Use quotation marks or hanging indentations for direct quotes

Use in-text citation

Arrange bibliographic entries of text cited from books and periodicals

Grammar Quarter 1The learner demonstrates understanding of well-constructed paragraphs using appropriate modes of development and language structures to express one’s ideas, needs, feelings and attitudes

The learner demonstrates understanding of how language is instrumental in

Quarter 1The learner effectively writes a personal narrative or informative text.

The learner proficiently writes a description of a process.

Quarter 1 Uses:

o varied adjective complementationo appropriate idioms, collocations, and fixed expressiono coordinatorso subordinatorso other appropriate devices for emphasis

Formulates:o correct complex and compound-complex sentenceso correct conditional statementso appropriate parenthetical expressions

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communicating thoughts, and feelings.

o meaningful expanded sentence (following balance, parallelism, and modification)


demonstrates understanding of how grammatically correct sentences ensure an effective discourse.

The learner demonstrates understanding of how the knowledge of grammar enables one to successfully deliver information.

Quarter 2The learner composes a meaningful and grammatically correct composition.

The learner writes a progress/ interim report of a program or advocacy

Quarter 2Uses:

o varied adjective complementationo appropriate idioms, collocations, and fixed expressiono coordinatorso subordinators

other appropriate devices for emphasis formulates:

o correct complex and compound-complex sentenceso correct conditional statementso appropriate parenthetical expression

meaningful expanded sentence (following balance, parallelism, and modification)

Quarter 3The learner demonstrates understanding of how the use of Standard English conventions facilitates interaction and transaction.

Quarter 3

The learner creatively produces a tourist guide brochure

Quarter 3Uses:


other appropriate devices for emphasis formulates:

o correct complex and compound-complex sentenceso correct conditional statementso appropriate parenthetical expressions


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demonstrates understanding of the set of structural rules that govern various communication situations.

Quarter 4The learner innovatively presents an Ad promoting a government bill or a city ordinance.

Quarter 4Uses:


other appropriate devices for emphasis formulates :

o correct complex and compound-complex sentenceso correct conditional statementso appropriate parenthetical expressions


Attitude towards language, literacy and literature(Subsumed in all domains)

Quarter 1 Ask sensible questions

on his/her initiative

Quarter 2 Express a different

opinion without being difficult

Quarter 3 Give credence to

well-though out ideasQuarter 4

Set new goals for learning on the basis of self- assessment made

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Study Strategies(Subsumed in Reading, Literature, and Writing)

Quarter 1 The learner demonstrates understanding of how to gather data using library and electronic resources to locate information that bring about diversity and/or harmony among Afro – Asians through the study of their traditions and beliefs.

Quarter 1 The learner creatively writes an interesting Cultural Report.

Quarter 1 Gather data using library and electronic resources consisting of general references: atlas, periodical index, periodicals and internet sources/ other websites to locate information

Use periodical index to locate information in periodicals Gather data using the general references: encyclopedia,

dictionary Get and assess current information from newspaper and

other print and non-print media

Quarter 2 The learner demonstrates understanding of how proper citations of references and materials used establish the credibility of a report or a research paper.

Quarter 2 The learner produces research appendices following the correct citation entries and format

Quarter 2 Acknowledge citations by preparing the bibliography of the various sources used

Observe correct format in bibliographical entries Use writing conventions to indicate acknowledgement of

sources

Quarter 3 The learner demonstrates understanding of how information gathering skills and data collection strategies ensure quality research

Quarter 3 The learner produces a clip report on the various sources of data collected

Quarter 3 Derive information from various text types and sources using the card catalog, vertical file, index, microfiche (microfilm) CD ROM, internet etc.

Use locational skills to gather and synthesize information from general and first-hand sources of information

Get vital information from various websites Extract accurately the required information from sources

read and viewed to reject irrelevant detailsQuarter 4 The learner demonstrates understanding of how the employment of study strategies coupled with research skills lead to a well-written paper

Quarter 4 The learner produces a research paper based on school/ community problem.

Quarter 4 Use multi step word and phrasal outlines to organize

ideas Engage in systematic conduct of a research by going

through series of processes Organize logically information gathered Apply the correct treatment of data and the soundness of

research conclusion.

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Entertainment & Humor

DepEd Grade 8 English Curriculum Guide