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