You are on page 1of 47

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

1

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

2

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 one’s 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-à-vis the author’s 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 one’s 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

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

4

and pacing in reading short written passages aloud and engaging in interpersonal communication to meet the needs of an oral communication situation. K to 12 Curriculum Guide version as of December 2012 – ENGLISH 5 . Note the roles and expectations of each speaker in casual. intonation. Express appreciation for entertaining texts (anecdotes. Quarter 1 The learner comprehensively presents a structured conversation observing correct prosodic patterns. or informal situations. intonation. Determine the intentions of speakers by focusing on their unique verbal and non-verbal cues and quality of participation. and words with stress derived from suffixes. 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. jokes. myths. Note the roles and expectations of each speaker in formal situations. Observe correct pronunciation of critical vowel and consonant sounds. Observe the right syllable stress pattern in three categories: two-syllable word stress. Predict the outcomes of a verbal exchange listened to and their possible effects on the speakers and their relationships.roles. phrasing. tales) by recognizing the punch lines Quarter 1 use the right stress. compound noun stress. listening text Note the roles and expectations of each speaker in intimate and consultative situations. conversational. expectations and intentions in specific communicative contexts or situation for appreciation. Observe the right sentence stress using the Rhythm Rule guidelines for both stressed and unstressed words. fables. Use appropriate volume and enunciation that meet the needs of an oral communication situation. phrasing.

Express needs. and sentences Vary the organization of interaction using the threeordered options: current speaker selects next speaker. or current speaker continues Use appropriate verbal and non-verbal turn-giving cues Use appropriate topic control strategies to expand one’s responses. and attitudes in explicit but polite ways Use appropriate turn-taking cues at the level of words. and to evade possible misinterpretations Use a variety of ways to strike a conversation. clauses. introduce a topic. to emphasize a point. Quarter 2 The learner skillfully conducts a structured interview to get opinions about current issues. 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 . opinions. and terminate a conversation Ask and answer different types of questions in a dialogue K to 12 Curriculum Guide version as of December 2012 – ENGLISH 6 . feelings. summarizing. and non-final intonation patterns.Distinguish between and among the rising-falling intonation. Observe the right phrasing and pacing when reading texts or passages aloud or participating in conversations. turn-giving. phrases. rising intonation. Quarter 2 Use appropriate verbal and non-verbal turn-taking. next speaker self-selects as next. Observe the right oral language conventions when inquiring about. or reacting to what has been listened to/read or observed.

Compare and contrast ideas presented in a selection or a set of related selections. purpose. Talk about why and how people react differently to a text listened to. K to 12 Curriculum Guide version as of December 2012 – ENGLISH 7 .or interview. State the effect of a text listened to. Quarter 3 explain orally significant human experiences and ideas based on literary or expository reading. to see further clarification. read. to negate. and point of view. Express agreement or disagreement with ideas presented in a selection. or viewed based on one’s background knowledge. Quarter 3 The learner presents an excerpt of a play highlighting significant human experiences. Use a variety of expressions to affirm. or viewing selections in unrehearsed and rehearsed individual and group modalities Narrate specific personal experiences related to the ideas presented in a selection. or viewing selections. read. or viewed to one’s value system. 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. Present points of view and opinions concerning the message of a selection in creative oral means. Give meaningful comments and insightful observations based on ideas presented in a selection. listening.

Express needs. problematic. opinions. to negate.Quarter 4 Quarter 4 Provide suggestions in addressing controversial. clauses. to see further clarification. next speaker self-selects as next. phrases. Quarter 4 Ask for and give information. opinions. and sentences Vary the organization of interaction using the threeordered options: current speaker selects next speaker. express needs. and terminate the discussion Ask and answer different types of questions in a panel discussion Use a variety of expressions to affirm. to emphasize a point. opinions. feelings and attitudes. and to evade possible misinterpretations Use a variety of ways to begin a panel discussion. or concerns in a selection. introduce the discussion topic. or current speaker continues Use appropriate verbal and non-verbal turn-giving cues Use appropriate topic control strategies to expand one’s responses. 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. and attitudes in explicit but polite ways Use appropriate turn-taking cues at the level of words. and to summarize points in a panel discussion K to 12 Curriculum Guide version as of December 2012 – ENGLISH 8 . issues. The learner delivers an informative talk using multi-media to highlight important points. summarize the discussion. feelings. or debatable ideas.

Quarter 1 Establish semantic relationships of words as well as familiar. Determine words or expressions in a selection that are similar or opposite. or idiomatic word or expression as a substitute for another word or expression. and idiomatic expressions in different communication situations.Vocabulary Enhancement Quarter 1 The learner demonstrates understanding of the appropriate use of familiar. Identify figures of speech that show comparison (simile. Determine words or expressions in a selection that have time (temporal) or place (locative) relations. colloquial. colloquial. idioms in a casual or informal conversation/ dialogues. (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. Use appropriate idiomatic expressions in a variety of basic interpersonal communicative situations. Distinguish between literal and figurative expressions. Select an appropriate familiar. colloquial. 9 K to 12 Curriculum Guide version as of December 2012 – ENGLISH . Explain why familiar. colloquial. Determine words or expressions in a selection that have causal or associative relations. Quarter 2 Establish semantic relationships of words including figurative and academic language. Quarter 1 The learner appropriately uses expressions: familiar. Distinguish between colloquial language and slang. Distinguish between familiar and colloquial expressions commonly used in casual or informal conversations. and idiomatic expressions. and idiomatic expressions are used more often in oral communication. colloquial.

(f) verb + expression with preposition. (d) noun + verb.understand underlying meanings of selections read or passages listened to. Identify the common forms of collocations: (a) adverb + adjective. Identify figures of speech that show emphasis (hyperbole and litotes). Differentiate figurative language from academic language. Determine words or expressions with part-whole (partitive) relations Devise categories and sub-categories to cluster ideas. Identify figures of speech that show contrast (irony. (c) noun + noun. Explain why collocations are useful in making the meaning of expressions clearer. (e) verb + noun). (b) adjective + noun. Quarter 3 The learner accurately presents semantic organizers to show categorization and clustering of words or expressions. oxymoron. and to describe abstraction. to describe higher order thinking. metaphor. Quarter 3 The learner demonstrates understanding of collocations as a means of expressing one’s self and clustering words to widen one’s vocabulary that will aid in meaningful and worthwhile communication. Determine words or expressions in a selection with genusspecies (hyponymous) relations . and analogy). and (g) verb + adverb. Identify collocations used in a selection. K to 12 Curriculum Guide version as of December 2012 – ENGLISH 10 . and paradox). Explain the three functions of academic language: to describe complexity. Quarter 3 Identify collocations and arrange words or expressions in categories and clusters.

11 K to 12 Curriculum Guide version as of December 2012 – ENGLISH . Supply other words or expressions that complete an analogous series of words or expressions.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 one’s vocabulary. skim. Use a variety of semantic organizers to show categorization and clustering of words or expressions. etc. Quarter 4 The learner proficiently writes a version of a passage or dialogue using vocabulary in specific fields and for different purposes. Quarter 4 Analyze analogies and arrange words or expressions in clines.) to suit the text and one’s purpose for reading Scan for specific information Skim rapidly for major ideas using headings as guide Read closely to find answers to specific questions. Determine the relationship of words or expressions arranged in analogies. Identify words or expressions that have multiple meanings (homonymous or polysemous words or expressions). note sequence of events. read closely. 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. Explain how analogies and clines enrich one’s vocabulary. etc. Identify common categories of clines that are useful in learning vocabulary in specific fields. Create or expand word clines. 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. Identify words or expressions used in a selection that show varying shades of meaning (gradients).

Give the meaning of signs and symbols used (road signs. multimedia and technology. prohibited signs. 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. etc. Quarter 2 The learner retells a story creatively using appropriate sources of information. table. 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 K to 12 Curriculum Guide version as of December 2012 – ENGLISH 12 . the online public access catalogue.personally preferred format. Use non-linear visuals as comprehensive aids in content texts Transcode orally and in writing the information presented in diagrams. Quarter 2 Use appropriate mechanisms/tools in the library for locating resources Use the card catalogue. etc.) and evaluate their effectiveness Locate places and follow directions using a map Quarter 2 The learner demonstrates understanding of the interesting accounts of people’s ideas. feelings. charts. graphs.

their elements and the poetic devices using the appropriate language forms and functions. directions. rules and regulations correctly Make generalizations and significant abstractions from different text types 13 K to 12 Curriculum Guide version as of December 2012 – ENGLISH . notices. 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.Draw conclusions from the set of details Quarter 3 The learner demonstrates understanding of the distinct features and the development of Filipino ancient poetry. Quarter 3 The learner interpretatively and proficiently performs in a choral reading.

g. drama Literature Quarter 1 The learner demonstrates understanding of how the structure and content of various literary types (Philippine literature) reflect the ideals. poem. myths. 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. folktales Point out the author’s technique for characterization Determine the text structure of essays Explain poetic devices. 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. myths. poems. use of local color. The learner writes a summary in book report. legends. dramas (with emphasis on Philippine literature) Identify the elements of a literary form which distinguishes it from other literary forms: short story. beliefs. culture and experiences of the Filipino people to express one’ identity and cultural heritage. fables. Quarter 1 The learner proficiently compiles Philippine Folk Literature stating the values underscored in the literary pieces. essay. stories (legends. essays. from the different texts read. figurative language and sensory images in literary forms K to 12 Curriculum Guide version as of December 2012 – ENGLISH 14 . folktales). Explain the characteristics of fables.personal observations.

aesthetic elements and underlying objectives of varied literary and other text types of Philippine literature better understanding of human condition and the environment. 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 15 . 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 one’s 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.Quarter 2 The learner demonstrates understanding of the distinctive features. Quarter 2 The learner interpretatively and proficiently performs in an excerpt of a play or drama highlighting human rights.

Quarter 1 The learner produces program portfolio that monitors their progress as viewers in terms of interest. Quarter 4 The learner participates in a literary character parade showcasing Filipino cultural values and economic development. 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.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. structure. Quarter 4 Discover through Philippine literature the need to work cooperatively and responsibly in today’s global village Take note of Filipino cultural values underscored in Philippine literature Show whether a literary piece affirms. and reflections on individual viewing behaviors. modifies or changes one’s 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. and pattern of development that make tone and style of Philippine essays to appreciate Filipino cultural values underscored in Philippine literature. parts. preference. sequence and relationships of events Narrate events logically Form mental images of the information conveyed by a program viewed K to 12 Curriculum Guide version as of December 2012 – ENGLISH 16 .

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. K to 12 Curriculum Guide version as of December 2012 – ENGLISH 17 . Quarter 3 Determine reality and fantasy from a program viewed Compare television content to outside sources of information Determine one’s 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. and evaluate the meaning of a program viewed. interpret. Quarter 2 The learner produces a reaction paper of a program viewed. and evaluate the meaning of a program viewed. Quarter 3 The learner writes an evaluation paper of a program viewed.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 4 The learner demonstrates understanding of how viewing conventions affect the way viewers grasp. interpret.

and a blog entry . style. Quarter 1 The learner writes a retell of a myth or a legend. Identify features of narrative writing. Quarter 2 Compose short personal narrative texts using appropriate literary and cohesive devices.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. 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. Distinguish between and among a journal entry. an anecdote. Quarter 1 Distinguish between oral and written modes of language use with emphasis on their exclusive features and properties. a personal letter. 18 K to 12 Curriculum Guide version as of December 2012 – ENGLISH . 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. a travelogue.

K to 12 Curriculum Guide version as of December 2012 – ENGLISH 19 . Quarter 3 Organize information into short written discourse using appropriate literary and cohesive devices. Distinguish between and among a capsule biography. and feature articles to write for a variety of audiences. Compose a series of journal entries. Revise a piece of narrative writing in terms of content. style. relative. Quarter 3 The learner writes a moving personal/reflective essay. Quarter 3 The learner demonstrates understanding of the features and elements of personal essays. Compose and upload a blog entry based on a particular personal topic of interest. Organize information gathered from primary and secondary sources using a graphic organizer. Compose a personal letter to a friend. and feature article.produce a unified text. Organize information gathered from primary and secondary sources using a simple topic outline . and other people. Compose a travelogue. and mechanics collaboratively and independently. Analyze the features and basic types of short written personal/reflective essays. biographical sketch. Compose a capsule biography of a person interviewed. Compose an anecdote based on a significant personal experience.

Observe consistent tense. Revise a piece of short personal writing in terms of content. intensity. and ads and campaigns . radio. Compose a feature article based on a personally selected topic. style. bandwagon. phrases. Quarter 4 Use persuasive devices to express opinion and to construct basic mass communication materials. TV. and mechanics collaboratively and independently. radio. Polish and revise the components of a persuasive material in terms of content. bribery.Compose a biographical sketch of an interviewed person whose backgrounds were also researched. 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. and TV ads and campaigns. K to 12 Curriculum Guide version as of December 2012 – ENGLISH 20 . 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. Use basic persuasion techniques to create a print ad and campaign: association. Quarter 4 The learner creatively constructs basic mass communication materials such as print. humor. fear. testimonials. Quarter 4 The learner demonstrates understanding of how to use persuasive devices to construct basic communication materials. Formulate a statement of opinion or assertion. style. Recognize the elements and features of print. and repetition.

Use varied verb complementation forms. 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. Formulate correct simple sentences. Formulate meaningful reply questions. Quarter 2 The learner demonstrates understanding of the set of structural rules in English language that govern the composition of words.to communicate effectively in oral and written forms using the correct grammatical structures of English. Use varied noun complementation forms. 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. Formulate meaningful kernel sentences. Formulate reported speech forms. K to 12 Curriculum Guide version as of December 2012 – ENGLISH 21 . 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 meaningful short answers. Formulate meaningful question forms. phrases. Formulate embedded sentences. Formulate direct speech forms. 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 compound sentences.

literacy and literature (Subsumed in all domains) Quarter 1 Quarter 1 Quarter 2 Quarter 3 Quarter 4 Study Strategies (Subsumed in Reading. Literature. Quarter 4 Use simplified and grammatically corrects expressions. and clauses to communicate effectively in oral and written forms using the correct grammatical structures of English Quarter 1 Use varied adjective complementation forms. and Writing) Quarter 1 Quarter 2 Quarter 3 Quarter 4 Quarter 1 Quarter 2 Quarter 3 Quarter 4 Quarter 1 K to 12 Curriculum Guide version as of December 2012 – ENGLISH 22 . Use appropriate auxiliary and modal verbs. phrases.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. Observe proper tense simplification rules. Quarter 4 The learner demonstrates understanding of the set of structural rules in English language that govern the composition of words. Use persuasive language forms or expressions. Attitude towards language.

Attitude and Study Strategies are integrated in other literacy domains.Quarter 2 Quarter 3 Quarter 4 Quarter 2 Quarter 3 Quarter 4 Quarter 2 Quarter 3 Quarter 4 Note: Vocabulary Enhancement. K to 12 Curriculum Guide version as of December 2012 – ENGLISH 23 .

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. 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. pacing. 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.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. intonation. phrasing. pauses) and rate of speech as carriers of meaning Recognize changes in meaning signaled by stress. 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. tone and non-verbal cues serve as carriers of meaning that may aid or interfere in the message of the text listened to K to 12 Curriculum Guide version as of December 2012 – ENGLISH 24 . intonation and pauses Listen to points the speaker emphasizes as signaled by contrastive sentence stress determine how stress.

noting the dramatic effect of sudden twists. Quarter 2 Employ appropriate listening skills when listening to descriptive and long narrative texts (e. opinion. critical) in relation to the main purpose of listening. Quarter 2 The learner creates an audio – video presentation highlighting the core message of a text listened to.Quarter 2 The learner demonstrates understanding on how employing projective listening strategies to descriptive and longer narrative audio texts.) 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. etc. Quarter 3 The learner demonstrates understanding in validating information. helps him/her to validate information. or assumption to participate well in specific communicative context . making predictions. the objective/s of the speaker and his/her attitude on the issues  Use attentive listening strategies with informative 25 K to 12 Curriculum Guide version as of December 2012 – ENGLISH . opinions. attentive. selective. one’s familiarity with the topic and difficulty of the text describing a process and narrating longer stories to suit the listening text and task. 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. g.

texts Note clues and links to show the speaker’s stand and assumptions Listen for clues and links to show the speaker’s train of thoughts  Determine the stand of the speaker on a given issue  Listen to get the different sides of social. unison.speaker to arrive at sound decisions on critical issues.  Listen to appreciate the tune and the narrative structure of ballads Listen to appreciate harmony. and rhythm. rhythm and the structure of narratives and other text types enable him or her to appreciate their richness. and economic issues affecting a community Quarter 4 The learner demonstrates understanding of how the orchestration of harmony. moral. unison. unison. 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. speaker in a text listened to. K to 12 Curriculum Guide version as of December 2012 – ENGLISH 26 . and rhythm in choric interpretations.

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. feelings. modals. radio. Quarter 2 Ask for and give information. and express needs. opinions. correct English appropriate for a certain situation. 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. alternative. purpose and audience.Oral Language and Fluency Quarter 1 The learner demonstrates understanding of how to speak in clear. Quarter 1 Use appropriate registers to suit the intended audience. 27 K to 12 Curriculum Guide version as of December 2012 – ENGLISH . wh-questions. Quarter 2 The learner joins actively in a panel discussion on a current issue or concern. and attitudes explicitly and implicitly in an informative talk Formulate responses to questions noting the types of questions raised (yes-no. Quarter 1 The learner actively participates in a conversational dialogue about school/environmental issues or any current social concerns. intonation. embedded) Make inquiries Give information obtained from mass media: newspapers. 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.

The learner competently delivers an informative speech using multimedia resources to highlight important points. etc. paraphrase.  React to information obtained from talks Interview persons to get their opinions about social issues affecting the community   Agree/Disagree with statements. structured interview of a specific subject. translations. topic shift. 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 K to 12 Curriculum Guide version as of December 2012 – ENGLISH . turn-getting.understanding of using turntaking strategies in extended conversations to effectively convey information. 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.) 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. topic development. conducts a formal.

(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. 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 K to 12 Curriculum Guide version as of December 2012 – ENGLISH 29 . roots. 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. etc. 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. 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. collocations. context clues. Quarter 2 The learner creatively prepares a comparative log of academic and figurative language reflected in documents with the same themes. clusters.

roots. 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. 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. 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 . Quarter 3 The learner creatively produces a frequency word list. roots.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 4 The learner proficiently produces a glossary of words related to specific disciplines. 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.

graphs. the type of reading employed. etc. 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. features.Reading and Comprehension Quarter 1 The learner demonstrates understanding of the different reading styles to suit the text and one’s purpose for reading. 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 K to 12 Curriculum Guide version as of December 2012 – ENGLISH 31 . Quarter 1 The learner produces a Reading Log showing various entries like the choice of reading materials. elements. Quarter 2 The learner proficiently uses advanced organizers/ illustrations showing textual relationships. Quarter 2 Evaluate content. from modification structures and expansions Quarter 1 Adjust reading speed based on one’s purpose for reading and the type of materials read Use different reading styles to suit the text and one’s purpose for reading Scan rapidly for sequence signals or connectors as basis for determining the rhetorical organization of texts Skim to determine the author’s key ideas and purpose by answering questions raised after surveying the text Read closely to select appropriate details from a selection for specific purposes Quarter 2 The learner demonstrates understanding of textual relationships using nonlinear forms and graphics to obtain information from linear and non-linear texts.

g. graphs and maps Quarter 3 The learner demonstrates understanding of varied reading approaches to make sense and develop appreciation for the different text types. Organize information illustrated in tables. seems. 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. 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 K to 12 Curriculum Guide version as of December 2012 – ENGLISH 32 .

 Point out relationships between 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 K to 12 Curriculum Guide version as of December 2012 – ENGLISH 33 . 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. explanatory. rules and regulations Locate and synthesize essential information found in any text  Distinguish the statement of facts from beliefs. persuasive.  Evaluate the accuracy of the information. notices.  Draw conclusions from the set of details. Quarter 4 The learner prepares an abstract of a text read.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. directions.  Distinguish between general and specific statements. Quarter 4 Utilize knowledge of the differences among text types (instructional. recount.

e. Quarter 2 The learner creatively compiles Afro-Asian literary pieces as accounts of experiential learning.) Point out the elements of plays and playlets Determine the macro discourse patterns of essays and the macro discourse signals used to establish meaning relationships in the essay Determine the author’s tone and purpose for writing the essay Point out how the choice of title. Quarter 2 Show understanding and appreciation for the different genres with emphasis on types contributed by Asian countries (i. Haiku. imagery. and proficiently performs in a choral reading of a chosen Afro-Asian poem. Tanka. 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 one’s 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. etc. space allotment. contribute to the theme  Explain figurative language used K to 12 Curriculum Guide version as of December 2012 – ENGLISH 34 .demonstrates understanding of the different genres through the types contributed by AfroAsian countries to express appreciation for Afro-Asian heritage. etc. choice of words. figurative language.

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 3 The learner produces a critical review of articles with the same themes but different genres. 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 4 The learner produces an e-literary folio which captures significant human experiences. resourcefulness. and accept one’s strengths and weaknessess K to 12 Curriculum Guide version as of December 2012 – ENGLISH 35 . self-reliance and the ability to look into oneself. 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.

preference. Quarter 3 Analyze the elements that make up reality and fantasy from a program viewed Compare and contrast one’s own television-viewing behavior with other viewers’ viewing behavior 36 K to 12 Curriculum Guide version as of December 2012 – ENGLISH .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. The learner presents a review of a program viewed. Quarter 2 The learner effectively writes reactions to movies viewed. and reflections on individual viewing behaviors). (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. 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.

. interpret. 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. K to 12 Curriculum Guide version as of December 2012 – ENGLISH 37 . Quarter 1 The learner proficiently prepares a brochure on the dangers of smoking/drugs and other social issues and concerns. posters. slogans. etc. advertisements that relate to social events The learner writes a personal narratives. Write notices (e. telecom.critical viewing.g. Quarter 4 The learner puts up a model television production incorporating viewing conventions. 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. Quarter 4 Recognize the principles of lay outing in viewing a material Explore how colors appeal to viewer’s 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. and evaluate the meaning of a program viewed.

national and global communities.The learner creates a blog on the internet commenting on social/economic issues and concerns. critiques. Quarter 2 The learner conducts an opinion poll. and beliefs in local. linear. interprets. etc. Quarter 2 The learner demonstrates understanding of the power of language structures and forms in shaping people’s reactions.) 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. and scripts for broadcast communication texts. research reports. points of view. perceptions. phrasal and sentence outlines to organize ideas Transcode information from linear to non-linear texts and vice versa  Employ concept mapping (circle. 38 K to 12 Curriculum Guide version as of December 2012 – ENGLISH . bubble. 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.

K to 12 Curriculum Guide version as of December 2012 – ENGLISH 39 .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. coherence and appropriate modes of paragraph development Give and respond to feedback on one’s paper in the revision process  Use grammatical structure and vocabulary needed to effectively emphasize particular points Use appropriate modes of paragraph development to express one’s ideas. 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. needs. and mechanics collaboratively and independently. including screenplays Produce different text types and sub-types  Expand ideas in well-constructed paragraphs observing cohesion.

resumes. book reviews. deleting. 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. Quarter 4 Organize one’s thoughts and adopt the appropriate writing style in letters. journal entries. critiques. 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 K to 12 Curriculum Guide version as of December 2012 – ENGLISH 40 . interview write-ups. etc. Quarter 4 The learner makes a write-up of an interview. combining.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. etc.) Write reflections on learning experiences in diary and journal entries Write summaries of books read Employ varied strategies (condensing.

The learner demonstrates understanding of how language is instrumental in communicating thoughts. needs. and feelings. 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. and modification) Quarter 2 41 . Quarter 1 Uses: o varied adjective complementation o appropriate idioms. parallelism. collocations. feelings and attitudes Quarter 1 The learner effectively writes a personal narrative or informative text. Quarter 2 The learner K to 12 Curriculum Guide version as of December 2012 – ENGLISH Quarter 2 o meaningful expanded sentence (following balance.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 one’s ideas.

parallelism. 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. collocations. 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. and modification) K to 12 Curriculum Guide version as of December 2012 – ENGLISH 42 . parallelism. 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.demonstrates understanding of how grammatically correct sentences ensure an effective discourse. Uses: o varied adjective complementation o appropriate idioms. 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. Quarter 3 Quarter 3 Uses: The learner creatively produces a tourist guide brochure o varied adjective complementation o appropriate idioms. collocations.

Quarter 4 The learner demonstrates understanding of the set of structural rules that govern various communication situations. parallelism. and modification) Attitude towards language. collocations. Quarter 4 The learner innovatively presents an Ad promoting a government bill or a city ordinance. 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. 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 . Quarter 4 Uses: o varied adjective complementation o appropriate idioms.

periodical index. vertical file. Literature. index. Quarter 1 Gather data using library and electronic resources consisting of general references: atlas. microfiche (microfilm) CD ROM. Quarter 3 The learner demonstrates understanding of how information gathering skills and data collection Study Strategies (Subsumed in Reading. and Writing) Quarter 1 The learner creatively writes an interesting Cultural Report. Quarter 3 The learner produces a clip report on the various sources K to 12 Curriculum Guide version as of December 2012 – ENGLISH 44 . 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. internet etc.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.well-though out ideas Quarter 4 Set new goals for learning on the basis of self. 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.

K to 12 Curriculum Guide version as of December 2012 – ENGLISH 45 .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.

K to 12 Curriculum Guide version as of December 2012 – ENGLISH 46 .

K to 12 Curriculum Guide version as of December 2012 – ENGLISH 47 .