Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City

K to 12 Curriculum Guide

ENGLISH
(Grades 7 to 8)
December 2012

K to 12 Curriculum Guide version as of December 2012 ENGLISH

GRADE 7

PROGRAM STANDARD: The learner demonstrates communicative competence 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 through his/ her understanding of Philippine Literature and other texts types for a deeper appreciation of Philippine Culture. DOMAINS OF LITERACY Listening Comprehension PERFORMANCE STANDARD Quarter 1 The learner accurately produces a matrix of comparison using the verbal and non-verbal cues to determine the meaning of the messages listened to. Quarter 1 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

CONTENT STANDARD

LEARNING COMPETENCIES

Quarter 1 The learner demonstrates understanding of 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

Recognize differences in voice levels and speech patterns. Explain the influence of differences in tone and accent patterns in understanding a message. Listen for important points signaled by shifts in stress and intonation. Determine how pitch, phrasing, and pacing affect understanding of a message. Determine the effect of facial expressions and eye contact in understanding a message.

K to 12 Curriculum Guide version as of December 2012 ENGLISH

Determine the effect of posture and bodily gestures in understanding a message. Distinguish between and among the functions of nonverbal cues: repetition, contradiction, substitution, complementation, and accentuation.

Quarter 2 The learner demonstrates understanding of how to use active listening strategies to suit ones purposes, audience, familiarity with the topic and level of difficulty.

Quarter 2 The learner independently prepares a nonlinear/pictorial representation of the meaning or message of a short text listened to.

Quarter 2 use active listening strategies based on purposes, familiarity with the topic and level of difficulty of short texts listened to

Note specific elements of the text listened to Determine the order of significant events/ideas in the text listened to Recognize key ideas or turning points in the text listened to

. Note specific words or expressions that signal or emphasize important details in the text listened to Determine the tone and mood of the speaker or characters in the narrative listened to Note familiar and unfamiliar details from the listened to Formulate assumptions or predictions about the contents of the texts Infer appropriate responses to listening guide questions Infer the purpose of the listened to vis--vis the authors K to 12 Curriculum Guide version as of December 2012 ENGLISH 3

Quarter 3 The learner demonstrates understanding of the different listening strategies employed to suit ones purposes for listening, audience, familiarity with the topic and the level of difficulty of the simple informative text.

Quarter 3 The learner clearly explains a process in a simple informative text listened to using a flowchart, tree diagram, etc.

background Quarter 3 use different listening strategies based on purposes, with the topic familiarity, and level of difficulty of simple informative texts and narrating short accounts

Note specific details of the text listened to Determine the order of ideas or how the ideas are organized in the text listened to Recognize main points and supporting ideas in the text listened to Note specific words or expressions that signal or emphasize details of the text listened to Listen to determine steps in a process in informative texts Determine the information map suited to different text types, e.g. flowcharts (for narratives, processes, etc.), tree diagrams (for classifications and enumerations), and Venn diagram or grid (for comparison) Identify the persons speaking and addressed, and the stand of the speaker based on explicit statements made Formulate assumptions or predictions about the contents of the narrative texts Quarter 4 listen to appreciate communication roles, expectations and intentions in specific communicative contexts or situations

Quarter 4 The learner demonstrates understanding of the varied communication

Quarter 4 The learner performs an enhanced rendition of a

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roles, expectations and intentions in specific communicative contexts or situation for appreciation.

listening text

Note the roles and expectations of each speaker in intimate and consultative situations. Note the roles and expectations of each speaker in casual, conversational, or informal situations. Note the roles and expectations of each speaker in formal situations. Determine the intentions of speakers by focusing on their unique verbal and non-verbal cues and quality of participation. Predict the outcomes of a verbal exchange listened to and their possible effects on the speakers and their relationships. Express appreciation for entertaining texts (anecdotes, jokes, fables, myths, tales) by recognizing the punch lines Quarter 1 use the right stress, intonation, phrasing, and pacing when reading short written passages aloud and engaging in interpersonal communication

Oral Language and Fluency

Quarter 1 The learner demonstrates understanding of the use of stress, intonation, phrasing, and pacing in reading short written passages aloud and engaging in interpersonal communication to meet the needs of an oral communication situation.

Quarter 1 The learner comprehensively presents a structured conversation observing correct prosodic patterns.

Use appropriate volume and enunciation that meet the needs of an oral communication situation. Observe correct pronunciation of critical vowel and consonant sounds. Observe the right syllable stress pattern in three categories: two-syllable word stress, compound noun stress, and words with stress derived from suffixes. Observe the right sentence stress using the Rhythm Rule guidelines for both stressed and unstressed words.

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Distinguish between and among the rising-falling intonation, rising intonation, and non-final intonation patterns. Observe the right phrasing and pacing when reading texts or passages aloud or participating in conversations. Observe the right oral language conventions when inquiring about, summarizing, or reacting to what has been listened to/read or observed. Quarter 2 Use appropriate verbal and non-verbal turn-taking, turn-giving, and topic control strategies while participating in dialogues and interviews

Quarter 2 The learner demonstrates understanding of how to use appropriate verbal and non-verbal turntaking/giving and topic control strategies while participating in dialogs and interviews .

Quarter 2 The learner skillfully conducts a structured interview to get opinions about current issues.

Express needs, opinions, feelings, and attitudes in explicit but polite ways Use appropriate turn-taking cues at the level of words, phrases, clauses, and sentences Vary the organization of interaction using the threeordered options: current speaker selects next speaker; next speaker self-selects as next; or current speaker continues Use appropriate verbal and non-verbal turn-giving cues Use appropriate topic control strategies to expand ones responses, to emphasize a point, and to evade possible misinterpretations Use a variety of ways to strike a conversation, introduce a topic, and terminate a conversation Ask and answer different types of questions in a dialogue

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or interview. Use a variety of expressions to affirm, to negate, to see further clarification, and to summarize points in a dialogue or interview Quarter 3 The learner demonstrates understanding significant human experiences in relation to the ideas presented in the literary or expository reading, listening, or viewing selections. Quarter 3 The learner presents an excerpt of a play highlighting significant human experiences. Quarter 3 explain orally significant human experiences and ideas based on literary or expository reading, listening, or viewing selections in unrehearsed and rehearsed individual and group modalities

Narrate specific personal experiences related to the ideas presented in a selection. Compare and contrast ideas presented in a selection or a set of related selections. Give meaningful comments and insightful observations based on ideas presented in a selection. Express agreement or disagreement with ideas presented in a selection. Talk about why and how people react differently to a text listened to, read, or viewed based on ones background knowledge, purpose, and point of view. State the effect of a text listened to, read, or viewed to ones value system. Present points of view and opinions concerning the message of a selection in creative oral means.

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Quarter 4

Quarter 4

Provide suggestions in addressing controversial, problematic, or debatable ideas, issues, or concerns in a selection. Quarter 4 Ask for and give information, express needs, opinions, feelings and attitudes explicitly and implicitly in an informative talk

The learner demonstrates understanding of how to disseminate information obtained from mass media to express needs, opinions, feelings and attitudes.

The learner delivers an informative talk using multi-media to highlight important points.

Express needs, opinions, feelings, and attitudes in explicit but polite ways Use appropriate turn-taking cues at the level of words, phrases, clauses, and sentences Vary the organization of interaction using the threeordered options: current speaker selects next speaker; next speaker self-selects as next; or current speaker continues Use appropriate verbal and non-verbal turn-giving cues Use appropriate topic control strategies to expand ones responses, to emphasize a point, and to evade possible misinterpretations Use a variety of ways to begin a panel discussion, introduce the discussion topic, summarize the discussion, and terminate the discussion Ask and answer different types of questions in a panel discussion Use a variety of expressions to affirm, to negate, to see further clarification, and to summarize points in a panel discussion

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Vocabulary Enhancement

Quarter 1 The learner demonstrates understanding of the appropriate use of familiar, colloquial, and idiomatic expressions in different communication situations.

Quarter 1 The learner appropriately uses expressions: familiar, colloquial, idioms in a casual or informal conversation/ dialogues.

Quarter 1 Establish semantic relationships of words as well as familiar, colloquial, and idiomatic expressions. Determine words or expressions in a selection that are similar or opposite. Determine words or expressions in a selection that have causal or associative relations. Determine words or expressions in a selection that have time (temporal) or place (locative) relations. Distinguish between familiar and colloquial expressions commonly used in casual or informal conversations. Distinguish between colloquial language and slang. Use appropriate idiomatic expressions in a variety of basic interpersonal communicative situations. Select an appropriate familiar, colloquial, or idiomatic word or expression as a substitute for another word or expression. Explain why familiar, colloquial, and idiomatic expressions are used more often in oral communication.

(Subsumed in all domains)

Quarter 2 The learner demonstrates understanding of the various academic and figurative language to enable him/her to

Quarter 2 The learner creatively prepares a scrapbook of poems and other texts highlighting figurative language.

Quarter 2 Establish semantic relationships of words including figurative and academic language. Distinguish between literal and figurative expressions. Identify figures of speech that show comparison (simile, 9

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understand underlying meanings of selections read or passages listened to.

metaphor, and analogy). Identify figures of speech that show contrast (irony, oxymoron, and paradox). Identify figures of speech that show emphasis (hyperbole and litotes). Differentiate figurative language from academic language. Explain the three functions of academic language: to describe complexity, to describe higher order thinking, and to describe abstraction.

Quarter 3 The learner demonstrates understanding of collocations as a means of expressing ones self and clustering words to widen ones vocabulary that will aid in meaningful and worthwhile communication.

Quarter 3 The learner accurately presents semantic organizers to show categorization and clustering of words or expressions.

Quarter 3 Identify collocations and arrange words or expressions in categories and clusters.

Identify collocations used in a selection. Identify the common forms of collocations: (a) adverb + adjective, (b) adjective + noun, (c) noun + noun, (d) noun + verb, (e) verb + noun), (f) verb + expression with preposition, and (g) verb + adverb. Explain why collocations are useful in making the meaning of expressions clearer. Determine words or expressions in a selection with genusspecies (hyponymous) relations . Determine words or expressions with part-whole (partitive) relations Devise categories and sub-categories to cluster ideas.

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Quarter 4 The learner demonstrates understanding of analogies and word clines that helps in determining relationship of words and expressions within a passage and in enriching ones vocabulary.

Quarter 4 The learner proficiently writes a version of a passage or dialogue using vocabulary in specific fields and for different purposes.

Use a variety of semantic organizers to show categorization and clustering of words or expressions. Quarter 4 Analyze analogies and arrange words or expressions in clines.

Determine the relationship of words or expressions arranged in analogies. Supply other words or expressions that complete an analogous series of words or expressions. Identify words or expressions that have multiple meanings (homonymous or polysemous words or expressions). Identify words or expressions used in a selection that show varying shades of meaning (gradients). Identify common categories of clines that are useful in learning vocabulary in specific fields. Create or expand word clines. Explain how analogies and clines enrich ones vocabulary.

Reading and Comprehension

Quarter 1 The learner demonstrates understanding and appreciation of various literary and informative texts with emphasis on Philippine folk literature to develop better understanding of the human condition and the environment.

Quarter 1 The learner produces a creative compilation of Philippine folk literature and draws out in them inherent Filipino values to be presented in a

Quarter 1 Use different reading styles (scan, skim, read closely, etc.) to suit the text and ones purpose for reading Scan for specific information Skim rapidly for major ideas using headings as guide Read closely to find answers to specific questions, note sequence of events, etc. 11

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personally preferred format.

Use non-linear visuals as comprehensive aids in content texts

Transcode orally and in writing the information presented in diagrams, charts, table, graphs, etc.

Give the meaning of signs and symbols used (road signs, prohibited signs, etc.) and evaluate their effectiveness Locate places and follow directions using a map Quarter 2 The learner demonstrates understanding of the interesting accounts of peoples ideas, feelings, and values pertinent to the development of their culture and society using the most appropriate sources of information and technology with emphasis on Philippine literature in English and other text types. Quarter 2 The learner retells a story creatively using appropriate sources of information, multimedia and technology. Quarter 2 Use appropriate mechanisms/tools in the library for locating resources

Use the card catalogue, the online public access catalogue, or electronic search engine to locate specific resources

Get information from the different parts of a book and from general references in the library

Gather current information from newspapers and other print and non-print media Locate and synthesize essential information found in any text Distinguish the statement of facts from beliefs Evaluate the accuracy of the information

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Draw conclusions from the set of details Quarter 3 The learner demonstrates understanding of the distinct features and the development of Filipino ancient poetry, their elements and the poetic devices using the appropriate language forms and functions. Quarter 3 The learner interpretatively and proficiently performs in a choral reading. Point out relationships between statements Quarter 3 Use ideas and information gained from previous readings and personal experiences to better understand a text

Use background knowledge or schema as basis for conjectures and hypothesis made while reading a text

Synthesize previous learnings with new insights Use illustrations to activate background knowledge and to get a pictorial representation of what is discussed in a text Conduct a covert dialogue with the writer as a basis for formulating and modifying hypotheses

Formulate and modify hypotheses based on information Distinguish fact from opinion, fantasy from reality React to assertions made in the text Make predictions and anticipate outcomes Quarter 4 The learner demonstrates understanding of the distinctive features of essays and other text types used by the Filipino authors to present lessons learned from experiences and Quarter 4 The learner writes vividly a personal /reflective essay that expresses meaningful views and insights based Quarter 4 Use varied text types to develop extensive reading skills Interpret instructions, directions, notices, rules and regulations correctly Make generalizations and significant abstractions from different text types 13

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personal observations.

from the different texts read. The learner writes a summary in book report.

Distinguish between general and specific statements Sequence/reorganize ideas or information Cite evidences to support a general statement Organize information read into an outline Use structural, lexical and contextual devices in deriving the meaning of unknown words and ambiguous and information-dense discourse Identify the sense and reference of words in reading texts for a better understanding of the selection Show understanding and appreciation of various literary types e.g. stories (legends, fables, myths, folktales), poems, essays, dramas (with emphasis on Philippine literature) Identify the elements of a literary form which distinguishes it from other literary forms: short story, poem, essay, drama

Literature

Quarter 1 The learner demonstrates understanding of how the structure and content of various literary types (Philippine literature) reflect the ideals, beliefs, culture and experiences of the Filipino people to express one identity and cultural heritage.

Quarter 1 The learner proficiently compiles Philippine Folk Literature stating the values underscored in the literary pieces.

Explain the characteristics of fables, legends, myths, folktales Point out the authors technique for characterization Determine the text structure of essays Explain poetic devices, use of local color, figurative language and sensory images in literary forms

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Quarter 2 The learner demonstrates understanding of the distinctive features, aesthetic elements and underlying objectives of varied literary and other text types of Philippine literature better understanding of human condition and the environment.

Quarter 2 The learner interpretatively and proficiently performs in an excerpt of a play or drama highlighting human rights.

Quarter 2 Discover literature as an art form serving as a means of developing better understanding of human condition and the environment Express appreciation of ones identity and cultural heritage Show appreciation for worthwhile local traditions and practices expressed in Philippine literature and the values they represent

Discover literature specifically Philippine literature as a means of highlighting human rights in varied genres

Express appreciation of literature expressive of the Filipino identity Quarter 3 The learner demonstrates understanding of distinct features of narrative, lyric and dramatic poetry, their elements and the poetic devices in Philippine literature and other text types for better understanding of Philippine culture. Quarter 3 The learner creatively interprets a poem through a tableau Quarter 3 Determine the conflicts presented in literature /viewing selections and the need to resolve those conflicts in a nonviolent way

Infer motives, attitudes and values of a character from what the person does (action/manner) says and what others say about him/her

Anticipate events and outcomes from a series of details or K to 12 Curriculum Guide version as of December 2012 ENGLISH

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acts Single out events that form the plot of a short story Express appreciation of sensory images in literary forms Quarter 4 The learner demonstrates understanding of the basic features, parts, structure, and pattern of development that make tone and style of Philippine essays to appreciate Filipino cultural values underscored in Philippine literature. Quarter 4 The learner participates in a literary character parade showcasing Filipino cultural values and economic development. Quarter 4 Discover through Philippine literature the need to work cooperatively and responsibly in todays global village Take note of Filipino cultural values underscored in Philippine literature

Show whether a literary piece affirms, modifies or changes ones value system Note the values underscored by the writer in literary pieces Distinguish literature as a means of gaining vicarious experiences

Viewing Comprehension

Quarter 1 The learner demonstrates understanding of the different text types and genres of programs to effectively derive information and make this information meaningful.

Quarter 1 The learner produces program portfolio that monitors their progress as viewers in terms of interest, preference, and reflections on individual viewing behaviors.

Extract information from a program viewed Organize information from a program viewed Distinguish basic genres of program viewed Validate the information derived from the genres of the program viewed Observe details, sequence and relationships of events Narrate events logically Form mental images of the information conveyed by a program viewed

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Raise questions about a program viewed Answer the questions raised from a program viewed Quarter 2 The learner demonstrates understanding of the various analytical and evaluative techniques employed in critical viewing. Quarter 2 The learner produces a reaction paper of a program viewed. Quarter 2 Grasp the message conveyed by a program viewed Form mental images of the information conveyed by a program viewed React appropriately to a program viewed Decode meaning of unfamiliar words Follow a series of directions while viewing Give the big ideas or key concepts from gestures of interlocutors Quarter 3 The learner demonstrates understanding of how viewing conventions affect the way viewers grasp, interpret, and evaluate the meaning of a program viewed. Quarter 4 The learner demonstrates understanding of how viewing conventions affect the way viewers grasp, interpret, and evaluate the meaning of a program viewed. Quarter 3 The learner writes an evaluation paper of a program viewed. Quarter 3 Determine reality and fantasy from a program viewed Compare television content to outside sources of information Determine ones own television-viewing behavior Discuss the principles of lay outing in a viewing material Quarter 4 Discuss the principles of lay outing in a viewing material Discriminate between and among colors and how they symbolize ideas Distinguish basic camera functions Verify how symmetry provides balance

Quarter 4 The learner presents a review of a program incorporating viewing conventions.

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Identify the concept of perspective through vantage points in viewing Writing Quarter 1 The learner demonstrates understanding of written modes of paragraph development with emphasis on the basic features and kinds of paragraph development to produce a simple text. Quarter 1 The learner writes a retell of a myth or a legend. Quarter 1 Distinguish between oral and written modes of language use with emphasis on their exclusive features and properties. Compare and contrast the basic features and kinds of paragraph Recognize the features of literary writing and academic writing Recognize the common purposes for writing Recognize the parts of a simple paragraph based on writing purpose Follow steps in crafting a simple paragraph of five to seven sentences Retell a chosen myth or legend in a series of three five-toseven-sentence paragraphs Revise a series of simple paragraphs in terms of content, style, and mechanics collaboratively and independently Quarter 2 The learner demonstrates understanding of writing personal narratives and other text types using appropriate literary and cohesive devices to Quarter 2 The learner writes a well-thoughtout personal narrative revolving on a particular personal advocacy. Quarter 2 Compose short personal narrative texts using appropriate literary and cohesive devices. Identify features of narrative writing. Distinguish between and among a journal entry, an anecdote, a travelogue, a personal letter, and a blog entry . 18

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produce a unified text.

Compose a series of journal entries. Compose an anecdote based on a significant personal experience. Compose a travelogue. Compose a personal letter to a friend, relative, and other people. Compose and upload a blog entry based on a particular personal topic of interest. Revise a piece of narrative writing in terms of content, style, and mechanics collaboratively and independently.

Quarter 3 The learner demonstrates understanding of the features and elements of personal essays, and feature articles to write for a variety of audiences.

Quarter 3 The learner writes a moving personal/reflective essay.

Quarter 3 Organize information into short written discourse using appropriate literary and cohesive devices.

Analyze the features and basic types of short written personal/reflective essays. Distinguish between and among a capsule biography, biographical sketch, and feature article. Organize information gathered from primary and secondary sources using a graphic organizer. Organize information gathered from primary and secondary sources using a simple topic outline . Compose a capsule biography of a person interviewed.

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Compose a biographical sketch of an interviewed person whose backgrounds were also researched. Compose a feature article based on a personally selected topic. Revise a piece of short personal writing in terms of content, style, and mechanics collaboratively and independently. Quarter 4 The learner demonstrates understanding of how to use persuasive devices to construct basic communication materials. Quarter 4 The learner creatively constructs basic mass communication materials such as print, radio, and TV ads and campaigns. Quarter 4 Use persuasive devices to express opinion and to construct basic mass communication materials.

Formulate a statement of opinion or assertion. Recognize the elements and features of print, radio, TV, and ads and campaigns . Use basic persuasion techniques to create a print ad and campaign: association, bandwagon, testimonials, fear, humor, bribery, intensity, and repetition. Polish and revise the components of a persuasive material in terms of content, style, and mechanics collaboratively

Grammar

Quarter 1 The learner demonstrates understanding of the set of structural rules in English language that govern the composition of words, phrases, and clauses

Quarter 1 The learner communicates effectively in oral and written forms using the correct grammatical forms

Quarter 1 Formulate grammatically correct sentences Observe rules on subject-verb agreement. Observe consistent tense.

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to communicate effectively in oral and written forms using the correct grammatical structures of English. Quarter 2 The learner demonstrates understanding of the set of structural rules in English language that govern the composition of words, phrases, and clauses to communicate effectively in oral and written forms using the correct grammatical structures of English

and structures of English

Observe rules on pronoun-antecedent agreement. Formulate correct simple sentences. Formulate compound sentences.

Quarter 2 The learner communicates effectively in oral and written forms using the correct grammatical forms and structures of English

Quarter 2 Expand grammatically correct sentences Use correct determiners. Use varied noun complementation forms. Use varied verb complementation forms. Formulate meaningful kernel sentences. Formulate embedded sentences. Employ a variety of cohesive devices in composing short personal narratives.

Quarter 3 The learner demonstrates understanding of the set of structural rules in English language that govern the composition of words, phrases, and clauses to communicate effectively in oral and written forms using the correct grammatical structures of

Quarter 3 The learner communicates effectively in oral and written forms using the correct grammatical forms and structures of English

Quarter 3 Formulate meaningful and grammatically correct speech forms. Formulate meaningful question forms. Formulate meaningful short answers. Formulate meaningful reply questions. Formulate direct speech forms. Formulate reported speech forms.

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English

Employ a variety of cohesive devices in composing short Quarter 4 The learner communicates effectively in oral and written forms using the correct grammatical forms and structures of English. Quarter 4 Use simplified and grammatically corrects expressions. Observe proper tense simplification rules. Use appropriate auxiliary and modal verbs. Use persuasive language forms or expressions.

Quarter 4 The learner demonstrates understanding of the set of structural rules in English language that govern the composition of words, phrases, and clauses to communicate effectively in oral and written forms using the correct grammatical structures of English Quarter 1

Use varied adjective complementation forms.

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

Quarter 1

Quarter 1

Quarter 2 Quarter 3 Quarter 4 Study Strategies (Subsumed in Reading, Literature, and Writing) Quarter 1

Quarter 2 Quarter 3 Quarter 4 Quarter 1

Quarter 2 Quarter 3 Quarter 4 Quarter 1

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Quarter 2 Quarter 3 Quarter 4

Quarter 2 Quarter 3 Quarter 4

Quarter 2 Quarter 3 Quarter 4

Note: Vocabulary Enhancement, Attitude and Study Strategies are integrated in other literacy domains.

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K TO 12 CURRICULUM GUIDE IN ENGLISH GRADE 8

PROGRAM 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 AfroAsian Literature and other texts types for a deeper appreciation of Afro-Asian Culture and those of other countries.

DOMAINS OF LITERACY Listening Comprehension

CONTENT STANDARD

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

LEARNING COMPETENCIES

Quarter 1 The 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.

Recognize 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

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Quarter 2 The learner demonstrates understanding on how employing projective listening strategies to descriptive and longer narrative audio texts, helps him/her to validate information, opinion, or assumption to participate well in specific communicative context .

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

Quarter 2 Employ appropriate listening skills when listening to descriptive and long narrative texts (e. g. making predictions, noting the dramatic effect of sudden twists, etc.)

Employ projective listening strategies with longer stories

Listen to determine conflicting information aired over the radio and television

The learner demonstrates understanding of adjusting listening strategies (marginal, selective, attentive, critical) in relation to the main purpose of listening, ones familiarity with the topic and difficulty of the text describing a process and narrating longer stories to suit the listening text and task. Quarter 3 The learner demonstrates understanding in validating information, opinions, or assumptions made by a Quarter 3 The learner proficiently writes an editorial article concerning an issue raised by the

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

Quarter 3 Determine 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 25

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speaker to arrive at sound decisions on critical issues.

speaker in a text listened to.

texts Note clues and links to show the speakers stand and assumptions Listen for clues and links to show the speakers 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

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

Quarter 4 Process 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. K to 12 Curriculum Guide version as of December 2012 ENGLISH 26

Oral Language and Fluency

Quarter 1 The learner demonstrates understanding of how to speak in clear, correct English appropriate for a certain situation, purpose and audience.

Quarter 1 The learner actively participates in a conversational dialogue about school/environmental issues or any current social concerns.

Quarter 1 Use 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

Quarter 2 The learner demonstrates understanding of the various means on how figurative and academic language can be used in various communication settings.

Quarter 2 The learner joins actively in a panel discussion on a current issue or concern.

Quarter 2 Ask for and give information, and express needs, opinions, feelings, and attitudes explicitly and implicitly 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 3 The learner demonstrates Quarter 3 The learner proficiently Quarter 3 Use appropriate turn-taking strategies (topic nomination, 27

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understanding of using turntaking strategies in extended conversations to effectively convey information.

conducts a formal, structured interview of a specific subject.

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

Quarter 4

Quarter 4 Arrive at a consensus on community issues by assessing statements made

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

The learner competently delivers an informative speech using multimedia resources to highlight important points.

React to information obtained from talks

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

Quarter 1 The learner

Quarter 1 The learner

Quarter 1 Develop strategies for coping with unknown words 28

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(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.

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

Quarter 2 The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning.

Quarter 2 The learner creatively prepares a comparative log of academic and figurative language reflected in documents with the same themes.

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 (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

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Quarter 3 The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning.

Quarter 3 The learner creatively produces a frequency word list.

Quarter 3 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 (prefix, roots, suffixes o Use collocations of difficult words as aids in unlocking vocabulary Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel sentences from modification structures and expansions.

Quarter 4 The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning.

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

Quarter 4 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 (prefix, roots, suffixes) o Use collocations of difficult words as aids in unlocking vocabulary

Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel sentences K to 12 Curriculum Guide version as of December 2012 ENGLISH 30

Reading and Comprehension

Quarter 1 The learner demonstrates understanding of the different reading styles to suit the text and ones purpose for reading.

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

from modification structures and expansions Quarter 1 Adjust reading speed based on ones purpose for reading and the type of materials read Use different reading styles to suit the text and ones purpose for reading Scan rapidly for sequence signals or connectors as basis for determining the rhetorical organization of texts Skim to determine the authors key ideas and purpose by answering questions raised after surveying the text Read closely to select appropriate details from a selection for specific purposes

Quarter 2 The learner demonstrates understanding of textual relationships using nonlinear forms and graphics to obtain information from linear and non-linear texts.

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

Quarter 2 Evaluate 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 Explain illustrations from linear to non-linear texts and vice versa

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 Organize information illustrated in tables, graphs and maps Quarter 3 The learner demonstrates understanding of varied reading approaches to make sense and develop appreciation for the different text types. Quarter 3 The learner creatively produces a digital chart of various text types with clickable features. Quarter 3 Utilize varied reading strategies in a text to process information

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

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Quarter 4 The learner demonstrates understanding of how to abstract information presented in different text types and to note explicit and implicit signals used by the writer.

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

Quarter 4 Utilize 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 1 The learner

Quarter 1 The learner creatively

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

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

and proficiently performs in a choral reading of a chosen Afro-Asian poem.

Discover through literature the symbiotic relationship 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 ones life and the lives of people throughout the world

Highlight the need for a more just and equitable distribution of resources Quarter 2 The learner 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 2 The 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 authors 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

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 Express appreciation for sensory images in literary forms Show understanding of the text by paraphrasing passages Quarter 3 The learner demonstrates understanding of the different genres to heighten literary competence. Quarter 3 The learner produces a critical review of articles with the same themes but different genres. Quarter 3 Discover 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 Quarter 4 The learner demonstrates understanding of how literature mirrors the realities of life and depicts human aspirations. Quarter 4 The learner produces an e-literary folio which captures significant human experiences. Quarter 4 Point 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 ones strengths and weaknessess

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Viewing Comprehension

Quarter 1 The learner demonstrates understanding of the different text types and genres of programs viewed to effectively derive information and find meaning in them

Quarter 1 The learner produces program portfolio that monitors his/her progress as a viewer (in terms of interest, preference, and reflections on individual viewing behaviors). Quarter 2 The learner effectively writes reactions to movies viewed. (movie review)

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 Respond to questions raised in 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

Quarter 2 The learner demonstrates understanding of the different text types and genres of programs viewed to effectively derive information and find meaning in them.

The learner presents a review of a program viewed.

Quarter 3 The learner demonstrates understanding of the various analytical and evaluative techniques employed in

Quarter 3 The 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 ones own television-viewing behavior with other viewers viewing behavior 36

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critical viewing. Organize an independent and systematic approach in critiquing various reading or viewing selection Quarter 4 The learner demonstrates understanding of how viewing conventions affect the way viewers grasp, interpret, and evaluate the meaning of a program viewed. Quarter 4 The 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 viewers emotions 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 1 The 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 1 The learner proficiently prepares a brochure on the dangers of smoking/drugs and other social issues and concerns.

Quarter 1 Accomplish 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

The learner writes a personal narratives.

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The learner creates a blog on the internet commenting on social/economic issues and concerns. Quarter 2 The learner demonstrates understanding of the power of language structures and forms in shaping peoples reactions, perceptions, points of view, and beliefs in local, national and global communities. Quarter 2 The learner conducts an opinion poll, interprets, and presents the findings having a local-based or national issue as reference. Quarter 2 Use 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 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 Quarter 3 The learner demonstrates understanding of how to have a good Quarter 3 The learner produces an e-journal of poetry Quarter 3 Use specific cohesive and literary devices to construct integrative literary and expository reviews, critiques, research reports, and scripts for broadcast communication texts, 38

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command and facility of the English Language necessary to produce writing in different genres and modes.

& prose entries with emphasis on content and writing style.

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 ones paper in the revision process Use grammatical structure and vocabulary needed to effectively emphasize particular points

Use appropriate modes of paragraph development to express ones ideas, needs, feelings and attitudes Use a variety of cohesive devices to make the 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. K to 12 Curriculum Guide version as of December 2012 ENGLISH 39

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

Quarter 4 Organize ones 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

Write reactions to books read Show respect for intellectual property rights by acknowledging citations made

Acknowledge citations by indicating in a bibliography sources used

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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 1 The learner demonstrates understanding of wellconstructed paragraphs using appropriate modes of development and language structures to express ones ideas, needs, feelings and attitudes

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

Quarter 1 Uses: o varied adjective complementation o appropriate idioms, collocations, and fixed expression o coordinators o subordinators o other appropriate devices for emphasis Formulates: o o o correct complex and compound-complex sentences correct conditional statements appropriate parenthetical expressions

The learner proficiently writes a description of a process.

The learner demonstrates understanding of how language is instrumental in communicating thoughts, and feelings. Quarter 2 The learner K to 12 Curriculum Guide version as of December 2012 ENGLISH Quarter 2

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

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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.

The learner composes a meaningful and grammatically correct composition.

Uses: o varied adjective complementation o appropriate idioms, collocations, and fixed expression o coordinators o subordinators other appropriate devices for emphasis formulates: o correct complex and compound-complex sentences o correct conditional statements o appropriate parenthetical expression meaningful expanded sentence (following balance, parallelism, and modification)

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

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

Quarter 3

Quarter 3 Uses:

The learner creatively produces a tourist guide brochure

o varied adjective complementation o appropriate idioms, collocations, and fixed expression o coordinators o subordinators other appropriate devices for emphasis formulates: o correct complex and compound-complex sentences o correct conditional statements o appropriate parenthetical expressions meaningful expanded sentence (following balance, parallelism, and modification)

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Quarter 4 The learner demonstrates understanding of the set of structural rules that govern various communication situations.

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

Quarter 4 Uses: o varied adjective complementation o appropriate idioms, collocations, and fixed expression o coordinators o subordinators other appropriate devices for emphasis formulates: o correct complex and compound-complex sentences o correct conditional statements o appropriate parenthetical expressions meaningful expanded sentence (following balance, parallelism, and modification)

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 K to 12 Curriculum Guide version as of December 2012 ENGLISH 43

well-though out ideas Quarter 4 Set new goals for learning on the basis of self- assessment made 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 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 3 The learner demonstrates understanding of how information gathering skills and data collection

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

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

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

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strategies ensure quality research

of data collected

Quarter 4 The learner demonstrates understanding of how the employment of study strategies coupled with research skills lead to a wellwritten paper

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

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 details 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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