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Republic of the Philippines Department of Education Bureau of Secondary Education Curriculum Development Division 3rd Floor, Bonifacio Building,

DepED Central "eralco #venue, Pasig City

ffice Comple!,

$E#R%&%' C "PE(E%C&ES


PR 'R#" C "PE(E%C&ES *E!pectancies+ E%'$&S) At the end of the Fourth ,ear, the student is expected to have acquired skills of assessing, evaluating and using relevant information to meet their various needs, thereby enabling them to adapt and respond flexibly to a rapidly changing world; and to have developed listening, speaking, reading, writing skills and appreciation of the World Literature resulting in a deeper understanding of the ideas, experiences and cultures including customs and traditions as well as values of other people as compared to Philippine Literature

At the end of the (hird ,ear, the student is expected to utili!e a variety of sentences and expository methods in persuasion and argumentations; break down complex sentences to get the message in different text types" #ournalistic, scientific, literary and technical; and single out the devices employed in nonfiction and fiction works $foreshadowing, flashbacks, figurative language, etc % used by authors for intellectual, emotional and aesthetic purposes with emphasis on &ritish'American Literature compared to Philippine literature

At the end of the Second ,ear, the student is expected to exhibit skills in utili!ing the prosodic features in oral texts, signals and cues in written texts to follow the development of ideas; show understanding and appreciation of the different genres with emphasis on types contributed by Afro'Asian authors as compared to those types written by (ilipino authors; and to manipulate formal devices used to combine sentences to create continuous prose employing different rhetorical patterns

At the end of the First ,ear, the student is expected to determine how sentences are used to perform communicative acts such as describing, defining, classifying, etc ; make use of real world knowledge and experiences with emphasis on cross'cultural items; work at the denotative meaning of a text; and show appreciation of art forms and familiari!ation with the more common mass media forms

SC PE #%D SE-.E%CE First ,ear -uarter /0 'etting in (ouch 1ith Self and thers *ow do + see myself, *ow does my family see me, /hrough the eyes of my friends +, as a member of the community *ow informed and concerned am + about national and global issues, 2eaching out to others &eing open to contrary opinions 3o + step on the rights of others, 4y relationship with 5od )6 7utput" 4y profile" A thumbnail sketch $An autobiography, a collage or a self'portrait% -uarter 20 &, as a $earner + am a learner 4aking sense of what +8ve learned When communication bogs down When memory fails me Planning my learning activities &ecoming a resourceful learner Working harmoniously with others 2eflecting on what +8ve done =ynthesi!ing my learning experiences )6 7utput" 4y portfolio as a learner -uarter 30 "y relationship 1ith nature Learning from nature &ounties of nature /aking care of nature >oping with the wrath of nature /he .2s of waste management &eing a responsible steward of nature >ommuning with nature ?ature in us 3rawing inspiration from nature )6 7utput" A campaign for change" /reating nature right

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-uarter 30 Science and (echnology0 Friend or Foe4 3evelopment in transportation 3evelopment in communications 4edical breakthroughs

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(ood for all >onsumerism =cience and technology" master, or slave, 7ur throw'away society @xperiencing information overload ?ecessity" the mother of all inventions )6 7utput" 2ound table discussion on the topic" Science and Technology: Friend or Foe?

Second ,ear -uarter /0 $earning to 5no1 A wealth of knowledge Learning to learn Learning from experiences Learning from others Learning from events Learning from information technology An analytical learner 2eflecting on what +8ve learned 2eflecting on issues based on an informative talk show )6 7utput" An informative talk show related to national and global issues -uarter 20 $earning to Be &eing true to ourselves /racing our roots &eing a nationalist &eing an Asian citi!en &eing an open'minded but discerning global citi!en &eing a team player &eing concerned about people &eing concerned about nature &eing responsible for one8s decisions )6 7utput" A peace bookAwall or board

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Second ,ear -uarter 30 ) . 0 $earning to Become

2esponding to differences of opinions and culture 2esponding to personal problems 2esponding to societal problems 2esponding to uncertainties

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2esponding to changes 2esponding to media /aking risks Listening to events /ime out for reflection )6 7utput" A showcase of growth through colors, shapes, ob#ects, sounds and language

-uarter 30 ) . 0 1 9 : ; <

$earning to Do

Biewing problems and issues from different vantage point 2eading up on previous efforts ?oting trends 3rawing up plans /rying things out Analy!ing results 2eflecting and evaluating processes >reating new applications Presenting and sharing results )6 7utput" Pro#ect proposal and end'of'pro#ect reports (hird ,ear -uarter /0 &n the Realms of (houghts

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=eeing patterns perception versus reality 2econciling contradictions &reaking down walls Cp'down and up again" /he ='>urve People change What8s new, 5reen housing ideas Looking back, looking forward )6 7utput" 4aking ideas take shape through songs, painting, collage, etc

(hird ,ear -uarter 20 ) . 0 1 9 : ; < &nteractions

+nformal interaction with people (ormal interaction with people +nteraction through technology +nteraction with nature +nteraction with ideas" A self'talk ?on'verbal interactions 2educing language barriers Language of power A cross'cultural perspective

)6 7utput" A phrase book of basic conversational expressions -uarter 30 ) . 0 1 9 : ; < -uality, not -uantity

Cniqueness +mpact 4ulti'modal +nter'connectedness integration A work of art A labor of love /ranscending time and space =ource of pride &eyond the unexpected )6 7utput" =tandards of quality" a primer -uarter 30 "a6ing a Difference

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People who make a difference @arth'shaking events 4oving ideas +nventions and discoveries that change the world What if, &oth sides of the coins /aking a stand 2efuting arguments Where lies the truth, )6 7utput" 3ebate

Fourth ,ear -uarter /0 ) . 0 1 9 : ; < Education for $ife

Learning to think @xpanding and refining knowledge Applying for college admission or employment Process and product Language in the content areas 3eveloping a sense of responsibility =ervice for others and willingness to share 4aking my voice heard previewing and evaluating )6 7utput" Letters of application for college admission and for employment opportunities, annotated bibliography and note cards -uarter 20 Education for 7ustice

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=haring resources equitably /empering #ustice with mercy +n defense of life

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3efending basic human rights /he culture of non'violence /rial by publicity #ustice delayed is #ustice denied +n fairness to all =peaking out in defense of others )6 7utput" 3ebate and letters to the editor

Fourth ,ear -uarter 30 ) . 0 1 9 : ; < Education for Sustainable Development

@ducation" A lifelong process Balues for sustainable growth and development >hange is costly ?etworking =elf'management >oncern for environment 2ecogni!ing and sei!ing opportunities Csing language to establish relationships >onstant self'assessment )6 7utput" 3raft for >hapters)'. -uarter 30 Education for 'lobal Citi8enship

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=tressing interconnectedness Looking problems in a global context Accepting cultural differences Working cooperatively and responsibly /hinking in a critical and systematic way 5oing DglobalE Ad#ustments and read#ustments Language for survival in a global culture @nvisioning possible, preferred and plural future scenarios )6 7utput" 2esearch paper or a simple feasibility study

$E#R%&%' C "PE(E%C&ES E%'$&S) & $&S(E%&%'

Ad#ust listening strategies $marginal, selective, attentive, critical% in relation to the main purposes of listening, one8s familiarity with the topic and level of difficulty of a text describing a process and narrating short accounts )) 3etermine the type of listening suited to a given text and employ appropriate strategies called for to make sense of the text ) - Listen to determine steps in a process in informative texts ) - ) Listen to explanations of specific processes noting sequence and cause'effect relationships ). 3etermine the information map suited to different text types, e g flowcharts $for narratives, processes, etc %, tree diagrams $for classifications and enumerations%, and Benn diagram or grid $for comparison%

+dentify the persons speaking and addressed, and the stand of the speaker on issues pertaining to the home and family ) 0 ) +dentify the stand of the speaker based on the explicit statements made Listen closely to determine what to do and what not to do as indicated in announcements, instructions and cautions given orally in emergency situations, weather bulletins, etc -) Listen to and carry out instructions given - - 3istinguish what to do and what not to do in emergency situations $fire, typhoon, earthquake, etc %

. 3etermine the content and feeling levels of utterances . ) +dentify the speech event, interlocutors and ob#ectives of the speaker . - +dentify attitudes and feelings signaled by prosodic features $e g intonation and stress% 5et information from rapid and distorted speech $e g commentary on a game, broadcasts on current events, etc % 0 ) =upply words not heard in a listening text 0 - Listen to clues to enable one to tune in to the topic 1 @xpress appreciation for entertaining texts $anecdotes, #okes, fables, tales% in sharing sessions 1 ) Listen to appreciate the plot, character development, and theme in narratives 1 - Listen to single out the punch lines in #okes, anecdotes, tales and fables SPE#5&%'

=peak in clear correct @nglish appropriate to the situation and ad#ust rate, volume, and choice of register to suit the audience )) 7bserve correct pronunciation of critical vowel and consonant sounds )Cse correct prosodic patterns" intonation and stress, pausing and blending ) - ) 2espond to offers made $accept, turn down or negotiate changes in offers made% ) . 5ive clear commands, requests and directions to get things done ) . ) 5ive instructions, prohibitions, warnings - 5ive information and express needs, opinions, feelings and attitudes in explicit terms -) (ormulate responses to questions noting the types of questions raised $yes'no, wh'questions, alternative, modal, embedded% - - >onvey, using visual aids $e g graphs, charts, etc %, information on topics dealing with science and mathematics -. 2elay information obtained over the telephone and from radio broadcasts . 7bserve social and linguistic conventions in oral interactional and transactional discourse $e g interview, asking, and giving directions, etc % .) Ask and answer different types of questions when conducting an interview .Cse communication strategies $e g paraphrase and translation% to make up for inadequacies in the use of @nglish .. 7bserve appropriate turn'taking and turn'getting strategies in oral discourse Arrive at a consensus by citing proof statements 0) AgreeAdisagree with assertions and observations made in radio broadcasts and when sharing information on topics dealing with =cience and 4athematics 0)) 2eact to information shared in small group discussions

RE#D&%' ) 5et information from the different parts of a book, current information from newspapers and data from general references in the library )) Cse the card catalogue to locate references in the library )5et information from the different parts of a book ). 5ather current information from newspapers and other print media - Cse different reading styles $scan, skim, read closely, etc % to suit the text and one8s purpose for reading -) =can for specific information -=kim rapidly for ma#or ideas using headings as guide -. 2ead closely to find answers to specific questions, note sequence of events, etc . Cse non'linear visuals as comprehensive aids in content texts .)) /ranscode orally and in writing the information presented in diagrams, charts, table, graphs, etc .)Cse illustrations to activate background knowledge and to get a pictorial representation of what is discussed in the text .). 5ive the meaning of signs and symbols used $e g road sign, prohibited signs, etc % and evaluate their effectiveness .)0 Locate places and follow directions using a map ) a text 0) text 0Cse background knowledge or schema as basis for con#ectures and hypothesis made while reading a =ynthesi!e previous learning8s with new insights Cse ideas and information gained from previous readings and personal experiences to better understand

1 >onduct a covert dialogue with the writer as a basis for formulating and modifying hypotheses 1) (ormulate and modify hypotheses based on information 13istinguish fact from opinion, fantasy from reality 1. 2eact to assertions made in the text 10 4ake predictions and anticipate outcomes 9 Cse varied text types to develop extensive reading skills 9) +nterpret instructions, directions, notices, rules and regulations correctly 94ake generali!ations and significant abstractions from different text types

: Cse structural, lexical and contextual devices in deriving the meaning of unknown words and ambiguous and information'dense discourse :) +dentify the sense and reference of words in reading texts for a better understanding of a selection :=how recognition of collocations and semantic relationships by arranging words in clines and clusters :. =ingle out cohesive markers that signal relationships 9R&(&%' ) 5ive personal information in school forms and write announcements of school events )) (ill out forms such as" Library card @nrolmentAregistration forms +nformation sheet Application form


Write announcements of school events

- Present information in graphic and non'linear texts -) /ake down notes utili!ing information maps Linear and cyclical flowcharts /wo'level tree diagrams /hree columnar grids - - Cse two ' step word and phrasal outlines to organi!e ideas - . 4ake a write'up interpreting charts and graphs . Produce different text types, narrative $diary entries%, expository $process explanation, interviews, etc % and descriptive $comparison and contrast% .) Write well'constructed paragraphs utili!ing the macro'discourse patterns $P=n% Problem'=olution or $/2+% /opic'2estriction'+llustration suited to the discourse type .Cse cohesive devices and appropriate rhetorical functions and techniques to express one8s ideas, needs, feelings and attitudes .. Cse key idea sentences, support sentences, transition devices and restatements in texts 0 @dit one8s written work $e g composition, reports, #ournals% following guidelines concerning content, format and mechanics 0) Add details, explanations, examples where necessary 03elete unnecessary information 1 1) 1Acknowledge resources used Cse quotation marks to enclose direct quotations from resources Cse expressions like according to . . . to indicate citations made

9 @xpress thoughts and feelings effectively in writing book reports and correspondence for specific social purposes 9) Write personal letters (riendly /hank you @xcuse >ongratulatory >ondolence 99. 4ake diary entries of significant events Write summaries in book reports

$&(ER#(.RE ) =how understanding and appreciation of various literary types e g stories, poems, essays, drama with emphasis on Philippine literature )) +dentify the elements of a literary form which distinguishes it from other literary forms" short story, poem, essay, drama ) - @xplain the characteristics of fables, legends, myths, folktales ) - ) =ingle out events that form the plot of a short story ) - - Point out the author8s technique for characteri!ation ). 3etermine the text structure of essays )0 @xplain poetic devices, use of local color, figurative language and sensory images in literary forms ) 0 ) @xpress appreciation for sensory images in poems

- 3iscover literature as an art form serving as a means of developing better understanding of the human condition and the environment -) @xpress appreciation of one8s identity and cultural heritage -)) =how appreciation for worthwhile local traditions and practices expressed in Philippine literature and the values they represent -)=how appreciation of literature specifically Philippine literature as a means of highlighting human rights in varied genres -). @xpress appreciation of literature expressive of the (ilipino identity - - 3etermine the conflicts presented in literature $human vs human, human vs himselfAherself, human vs institutions% and the need to resolve those conflicts in a non'violent way - - ) +nfer motives, attitudes and values of a character from what the person does $actionAmanner%, says and what others say about himAher . 3iscover through Philippine literature the need to work cooperatively and responsibly in today8s global village .) /ake note of (ilipino cultural values underscored in Philippine literature ) =tate whether a literary piece affirms, modifies or changes one8s value system ?ote the values underscored by the writer in literary pieces 3istinguish literature as a means of gaining vicarious experiences

$E#R%&%' C "PE(E%C&ES E%'$&S) && $&S(E%&%' ) @mploy varied listening strategies $marginal, selective, attentive, critical% to suit the listening text and task )) @mploy pro#ective listening strategies $e g making predictions, noting the dramatic effect of sudden twists, etc % when listening to longer stories )Listen to determine conflicting information aired over the radio and television ). Listen for clues to determine pictorial representations of what is talked about in a listening text )0 3etermine if the speaker is neutral, for or against an issue pertaining to the community 3etermine the persons addressed in an informative talk, the ob#ective of the speaker and his attitude on the issues - ) ?ote clues and links to show the speaker8s stand and assumptions - - Listen for clues and links to show the speaker8s trend of thought . +dentify prosodic features" stress, intonation and pausing serving as carriers of meaning that may aid or interfere in the delivery of the message in stories and informative texts .) +dentify changes in meaning signaled by stress, intonation and #uncture .Listen for points the speaker emphasi!es as important signaled by contrastive sentence stress 0 Process speech delivered at different rates by making inferences from what was said 0) Cse syntactic, lexical and context clues to supply items not heard in a listening text 0 ) ) Anticipate what is to follow considering the function of the statements made 1 1) @xpress appreciation for oral interpretations noting harmony, unison, and rhythm Listen to appreciate the tune and narrative structure of ballads


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

SPE#5&%' ) 3eliver a short, informative talk using appropriate registers to suit the intended audience, and variation in intonation and stress for emphasis and contrast )) @xpress feelings and attitudes by utili!ing contrastive stress and variations of tone and tempo )Cse stress, intonation, and #uncture to signal changes in meaning Ask for and give information, and express needs, opinions, feelings, and attitudes explicitly and implicitly in informative talk -) 3istinguish between informative and rhetorical questions, core and follow'up questions -Cse the telephone to make inquiries -. 5ive information obtained from mass media" newspapers, radio, television -0 *ighlight important points in an informative talk using audio'visual aids . Cse appropriate turn'taking and turn'getting strategies $topic nomination, topic development, topic shift, etc % in extended conversation . ) +nterview to get opinions about certain issues . ) ) 2espond orally to the ideas and needs expressed in face'to'face interviews in accordance with the intended meaning of the speaker .Cse communication strategies $e g paraphrase, translations, and circumlocution% to repair breakdown in communication .. 5ive instructional information and constraints .0 +nfer the function of utterances and respond accordingly taking into account the context of the situation and the tone used 0 Arrive at a consensus on issues by assessing statements made AgreeAdisagree with statements, observations, and responses made when discussing issues

RE#D&%' ) 5ather data using library resources consisting of general references" atlas, periodical index, and periodicals to locate information ) ) Cse periodical index to locate information in periodicals ) - 5ather data using the general references" encyclopedia, dictionary ) . 5et and assess current information from newspapers and other print media Ad#ust reading speed based on one8s purpose for reading and the type of materials read -) =can rapidly for sequence signals or connectors as basis for determining the rhetorical organi!ation of texts -. =kim to determine the author8s key ideas and purpose by answering questions raised after surveying the text -0 2ead closely to select appropriate details from a selection for specific purposes . +nterpret textual relationships using non'linear forms and graphics .) +nterpret orally information presented in tables, charts, graphs, etc .+llustrate understanding of thought relationships in a given text using the appropriate chart $flow chart, tree diagram or grid% .. 7rgani!e information obtained from a text into a concept map

0 Activate background knowledge to better understand a text 0) 2elate ideas from previous readings to a given text


Cse advance organi!ers, illustrations, comprehension questions, titles, etc to better understand a text

1 Ctili!e varied reading strategies $covert dialogue with the writer and the sectional approach% to process information in a text 1) +dentify propaganda strategies used in advertisements and consider these in formulating hypothesis 13istinguish between facts and opinions 1 - ) ?ote expressions that signal opinions $e g seems, as I see it% 1 . ?ote the function of statements made as the text unfolds and use it as basis for predicting what is to follow 1 0 @xpress emotional reactions to what was asserted or expressed in a text 9 Abstract information from the different text types by noting explicit and implicit signals used by the writer 9) 2ead different text types for information, pleasure and appreciation : 3evelop strategies to make sense of unfamiliar words, ambiguous sentence structures, and information'dense discourse :) 3ifferentiate between shades of meaning by arranging words in a cline :5uess the meaning of idiomatic expressions by noting keywords in expressions, context clues, collocations, clusters, etc :. 5et the meaning of complex sentence structures by deleting expansions to come up with the kernel sentence 9R&(&%' ) Accomplish forms and prepare notices Write the information asked for in forms $ school, evaluation, survey, bank, bill, telecom, order slip, etc % Write notices $e g posters, slogans, advertisements% for school drives -) --. Cse non'linear texts and outlines to show relationships between ideas /ranscode ideas from texts to concept maps 4ake a write'up of ideas presented in concept maps Cse three'step word, phrasal and sentence outlines to organi!e ideas

. >ommunicate thoughts and feelings in write'ups of summary results, notes, etc using appropriate styles $formal and informal% .) Write well'constructed texts employing alternative forms of the overall macro discourse patterns" P'=n $=ituation, Problem, Attempted =olution'2esult'@valuation% and /2+ $/opic'2estriction, /opic'+llustration, and /opic'2estriction'+llustration% .Cse appropriate modes of development to express one8s ideas, needs, feelings and attitudes .. Cse a variety of cohesive devices to make the flow of thought from one sentence to another smooth and effortless 0 3o self and peer editing using a set of criteria 0 ) 3raw up a set of criteria for self and peer editing of written output Acknowledge citations by indicating in a bibliography sources used 7bserve correct format in bibliographical entries

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9 >ommunicate thoughts, feelings, and one8s needs in letters, #ournal entries, book reviews, interviews, write'ups, etc using appropriate styles $formal and informal% 9) @mploy the interaction functions of language in pen'pal letters, letters of invitation, and DyesE and DnoE letters 9Write reflections on learning experiences in diary and #ournal entries

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=ummari!e books read or movies seen Write reactions to books read $book reviews% or movies seen $movie reviews% Prepare interview guides 4ake a write'up of an interview

$&(ER#(.RE ) 3emonstrate understanding and appreciation of the different genres with emphasis on types contributed by Afro'Asian countries $i e haiku, tanka, etc % )) 3istinguish between the language of science and the language of literature )=elect appropriate details from an essay $i e contrasts, illustration, etc % used by an author to attain his ob#ective $to persuade, to inform, to call attention, to entertain, etc % ) - ) 3etermine the author8s tone and purpose for writing the essay ). Point out the elements of plays and playlets )0 Point out how the choice of title, space allotment, imagery, choice of words, figurative language, etc contribute to the theme )0) @xplain figurative language used )0@xpress appreciation of sensory images in literary forms )0. =how understanding of the text by paraphrasing passages 3iscover literature as a means of having a better understanding of human being and the forces they have to contend with -) 3iscover through literature the symbiotic relationship between human and hisAher environment and the need of the former to protect the latter -3emonstrate a heightened sensitivity to the needs of others for a better understanding of man -. 3iscover through literature the links between one8s life and the lives of people throughout the world -0 *ighlight the need for a more #ust and equitable distribution of resources . 3iscover Philippine and Afro'Asian literature as a means of expanding experiences and outlook and enhancing worthwhile universal human values .) @xpress 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 .. +dentify oneself with other people through literature taking note of cultural differences so as to get to the heart of problems arising from them 0 Point out the role of literature in enabling one to grow in personhood 0) 3iscriminate between what is worthwhile and what is not through literature 03istinguish as positive values humility, resourcefulness, self'reliance and the ability to look into oneself, and accept one8s strengths and values

$E#R%&%' C "PE(E%C&ES E%'$&S) &&& $&S(E%&%' ) )) texts =hift from one listening strategy to another depending on the text and one8s purpose for listening Cse attentive listening with informative texts and analytical and critical listening with argumentative

)=ingle out reasons cited in argumentative texts and assess the worth of ideas presented based on a set of criteria )-) 3etermine whether arguments and conclusions are logical or illogical ) - - 3etermine the stand of a speaker on a given issue ) - . 3etermine the assumptions underlying the arguments of a speaker ) - 0 Pick out discrepancies and inconsistencies in supporting ideas )-1 3etermine the effectiveness of closing statements in arguments ). 3etermine the information map suited to informative classificatory texts $tree diagrams%, informative process texts $flow charts% and contrastive argumentative texts $grid% )0 Listen to get the different sides of social, moral and economic issues affecting the nation presented in panel discussions )0) +dentify the speaker8s stand on an issue by noting explicit and implicit signals $e g choice of words to highlight or downplay assertions made% )0>ompare the stand and attitudes of newscasters and panel discussants

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3emonstrate openness when listening to statements contrary to one8s beliefs /ake into account the context and situations that gave rise to statements contrary to one8s stand /ake note of cultural differences underlying contradictory views

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@xplore opportunities for obtaining varied views on a given issue by listening to debates and talk shows Listen to important points signaled by pausing and a slow rate of speech +dentify explicit signals given by the speaker $e g . This is importantE% to underscore a point Process speech at different rates when listening to informative and argumentative texts 3etermine what was left out and highlighted in informative and argumentative texts =upply gaps in a listening text caused by acoustic disturbance

1 @xpress appreciation of award'winning protest and patriotic songs and radio plays 1) Listen to appreciate the sound effects and dramatic interpretations employed in radio plays 1Listen to appreciate the melody, rhythm, and lyrics of award winning songs used as musical themes in movies

SPE#5&%' ) 5ive a persuasive talk on an issue ad#usting one8s rateAvolume of speaking and register to suit the topic, audience, and setting in a communication situation )) Cse pausing and a slow rate of speech to signal important points in one8s talk )Cse explicit signals $e g This is important) to underscore or highlight a point in one8s talk - @xpress needs, opinions, feelings, and attitudes implicitly through analogy using information transfer strategies -) @licit and give information using different types of questions to seek clarification and verification of responses made -Present arguments in debates and argumentative texts -. 5ive information obtained from varied sources" talks, periodicals, mass media -0 >onvey information using technological aids $e g pro#ectors, L>3, etc % -1 ?egotiate using the telephone and other communication gadgets -9 Cse verbal $paraphrase, translation, circumlocution% as well as non'verbal communication strategies in extended oral reportsAdiscourse . Cse conversational gambits in face'to face interactions to obtain information, express modified agreements, etc .) >onduct interviews to determine opinion on issues affecting the nation .Cse verbal $paraphrase, translation, circumlocution% as well as non'verbal communication strategies and communication check to forestall and repair breakdown in communication 0 Arrive at a consensus by reconciling views on national issues andAor issues raised 0) AgreeAdisagree with assertions made by #ustifying one8s stand in open forum, informative talks, panel discussions, and debates on national issues RE#D&%' ) 5ather data using library resources, newspapers, other print materials $periodicals, brochures, pamphlets% and non'print resources like audio and video tapes Cse general references in the library to gather data >lassify data from general sources of information 5et information from print media like brochures, pamphlets, periodicals and audio'video recordings Ad#ust and vary reading styles to suit the text, one8s background knowledge of the topic discussed and one8s purpose for reading

-) =can rapidly for sequence signals or connectors as basis in determining the macro discourse pattern and rhetorical organi!ation of texts -=kim to determine the key ideas, author8s purpose, and citations made -. 2ead intensively to select appropriate details for a specific purpose from a given text . +nterpret and transcode information from linear to non'linear texts and vice versa .) +nterpret and match information presented in diagrams with their corresponding write'ups .Cse varied ways of organi!ing information $outlining, graphic representation, etc % . - ) /ake down notes from a reading text using abbreviations .. 7rgani!e information from a written text into an outline

0 Cse titles and subtitles as a means of getting an overview of the text and linking it with previous knowledge of the topic 0) Assess a text in the light of previous readings 0Assess advance organi!ers, titles, sub'titles, illustrations, etc in the light of information given in a text 1 Cse varied approaches to make sense and develop appreciation of different text types $covert dialogue with the writer, the sectional approach, discourse analysis% 1) 2e'structure original hypothesis to incorporate new information and to use them as basis for modifying or affirming hypothesis made 1?ote the use of emotion'laden terms to express opinions 1. @xpress emotional reaction to what has been read 10 Fudge the relevance and worth of ideas, soundness of author8s reasoning, and the effectiveness of the presentation by reacting critically to what is read 9 =how discrimination in the choice of different text types designed to give information and pleasure and develop appreciation for reading 9) 2eact to and interpret the content of different text types $narrative, descriptive, exposition% : @mploy varied strategies to make sense of unknown words $word derivations, context clues, word analysis, etc % and ambiguous sentences $e g processing kernel and embedded clauses% :) +dentify the derivation of words :Arrive at the meaning of words through context clues, word analysis $root words, affixes, compounds% :. Cse structural analysis of word, sentence, and discourse to make sense of a text :0 ?ote the strategies employed $restatement, definition, synonyms, antonyms% to clarify meanings in a given selection 9R&(&%' ) (ill out forms in line with business promotions and give information concerning group undertakings and activities Accomplish business promotion forms Warranty return forms 2affle contest forms Prepare notices, agenda and minutes of meetings >all attention to school events and drives Cse outlines, maps and other non'linear texts to present information -) Cse concept maps $linear, bubble, tree diagrams, grids% to show relationships between and among ideas abstracted from texts -Cse different types of outline $word, phrasal, clausal% to organi!e ideas -. 4ake a write'up of non'linear texts used to present information

. 3emonstrate imagination in writing different text types" narratives both in text and script forms, description, definition, critiques of a movie or play .) Write texts with the overall text structure $P'=n or /2+% and generic structure in mind suited to the text type .=uit the rhetorical techniques and functions to the ob#ective and purpose of the written discourse .. Produce a unified text by using cohesive devices, coordination and subordination to enhance clarity of ideas, and the appropriate micro'discourse signals to establish meaning relationships 3: 0) 'ive and respond to feedbac6 on 1ritten output 4ove ideas around for clarity of development

1 Acknowledge citations made and resources used on written output 1) >ite resources used on a written output in a bibliography 9 @xpress opinion in writing $e g stand on certain issues, complaints, etc % and write summaries of survey reports on a given issue% 9) >all attention in writing to goodAob#ectionable practices in open letters, letters of commendation and letters of complaint 9@xpress in writing satisfaction or dissatisfaction over services, performances, etc $e g plays, movies, etc % in #ournal entries, reviews 9. Prepare survey forms 90 4ake a write'up of survey results 91 Write a library research paper on a national issue $&(ER#(.RE ) 3emonstrate understanding and appreciation of varied genres focusing on the contributions of &ritish and American literature $i e sonnets, short stories, etc % )) ?ote the form and functions of different types and subtypes of literary texts ))) Point out relationships of time, place, cause'effect, general concepts, examples, analogy, etc used by the writer to underscore the theme of the selection ))Point out the sequencing of details and account for such sequencing )/race the development of character and conflict in narratives and dramas, and discuss the devices used to achieve unity of effect ). 3ifferentiate comedy from tragedy, and formal from informal essays ) . ) 3etermine the ob#ective of the author and the means employed to attain them )0 @xplain the use of dramatic devices )1 =ingle out the devices employed in fiction and non'fiction works $foreshadowing, flashbacks, figurative language, etc % used by the author for intellectual, emotional and aesthetic purposes )1) +nterpret and explain figurative language used to achieve certain effects and assess it in the light of its contributions to the overall theme of the selection )12eact critically to the author8s choice of words 3iscover literature as a means of understanding humankind $e g the bondsAlinks between individual and society% as presented in Philippine, @nglish, and American literature -) 3erive from literature values that last in spite of changes brought about by science and technology -2eact to the experiences or actions of characters in relation to real life situations -. @xpress the belief that people can change their ways depending on their motivation and determination as shown in literature -0 Analy!e how the environment influences a person8s character and actions -1 3educe recurring themes underscored in literary pieces . Pick out worthwhile human experiences underscored in Philippine, @nglish, and American literature .) =ingle out the @astern and Western cultural values evident in our heritage as a result of historical development .)) @xpress appreciation of (ilipino cultural values and their similarities to or differences from @nglish' American values

.Cnderscore the Western values of candid frankness and humor as presented in &ritish and American literature .. =tress the importance of task'orientation and efficiency as values worth emulating ) 0) 0=tate the effect of a literary piece on one8s value system 2eact to the worthwhile human values underlying responses to the situations in literary pieces Point out how attitudes influence one8s behavior

$E#R%&%' C "PE(E%C&ES E%'$&S) &; $&S(E%&%' ) Assess the effectiveness of listening strategies employed considering text types, the listening task and one8s purpose for listening 3emonstrate flexibility in switching from one strategy to another in accordance with the situation and text type @mploy analytical listening in problem solving Listen to take down information from detailed reports, lecturettes and discussions of issues Ctili!e outlines and concept maps when taking down notes from lecturettes or oral reports 3etermine when to listen and when to take down notes from lecturettes or oral reports Listen to determine what further elucidation is needed in a report or a lecture 3etermine the content and functions of statements in a lecture )0 Listen to get different viewpoints on global issues in talk shows and global television newscasts ) 1 =how courtesy while listening to the ideas and feelings of others ) 1 ) Listen attentively to what is uttered ) 1 - Allow a speaker to expound on a the topic before reacting to what was said

3erive information that can be used in everyday life from news reports speeches, informative talks, panel discussions, etc -) Point out the effectiveness of the devices used by the speaker to attract and hold the attention of the listener -+dentify the roles of discourse markers $e g con#unctions, gambits, adverbs% in signaling the functions of statements made . +dentify implicit and explicit signals '' verbal as well as non'verbal '' used by a speaker to highlight important points .) =ingle out direct and indirect signals used by a speaker .?ote the intonation used by the speaker to signal key points in a talk Process speech at different rates when evaluating tasks texts and taking down notes

Assess the effectiveness of a material listened to taking into account the speaker8s purpose and assessing whether it was achieved or not Analy!e and evaluate listening texts in point of accuracy, validity, adequacy and relevance 1 =how appreciation for songs, poems, plays, etc 1) Listen to appreciate varied types of dramatic oral interpretations $e g chamber theater, readers theater% and songs with emphasis on protest songs 13escribe the emotional appeal of a piece SPE#5&%' ) =peak clearly and spontaneously adapting one8s speech to situations, circumstances and people addressed )) Cse accompanying non'verbal cues $e g gestures% to highlight significant points in extended discourse )@mploy alternative ways of expressing speech acts and functions Cse appropriate language, idioms, figurative language, analogy to express one8s feelings, thoughts and ideas -) Ask and respond to questions raised in different situations, e g interviews, open forums, giving directions, etc -@xpress varied outlooks on a given issue - - ) Analy!e and react critically to ideas presented in speeches, news reports, discussions, etc -. 5ive information obtained from the +nternet and other sources -0 >onvey information using interactive media as aids -1 3istinguish between social calls and business transactions over the telephone and other communication gadgets -9 Cse idioms in expressing one8s feelings and attitudes . 7bserve conversation strategies in face'to'face extended oral interactions .) +nterview resource persons to determine policies and social orientation of business and educational establishments .(orestall and repair communication breakdown using verbal and non'verbal communication strategies 0 Arrive at a consensus by resorting to varied strategies" assessment, negotiation and accommodation 0) +ndicate affirmation of or ob#ections to ideas expressed in discussions on global issues 0)) AgreeAdisagree with panelists expressing varied outlooks on a given issue RE#D&%' ) 3erive information from various text types $#ournalistic, literary, scientific, practical, technical, etc % and sources using the card catalogue, vertical file, index, microfiche $microfilm%, >3'274, +nternet, etc Cse locational skills to gather and synthesi!e information from general and first ' hand sources of information ) ) ) 3istinguish between primary and secondary sources of information 5et information from websites through the +nternet @xtract accurately the required information from sources read and re#ect irrelevant details Ad#ust and vary reading speed and style to suit the text, one8s background knowledge and purpose in reading, and the content of the material read -) =can to determine specific meaning and information -=kim to get the main idea and author8s purpose by noting the title, thesis statement and space allotted to concept -. 2ead closely to get explicitly and implicitly stated information . @xplain visual'verbal relationships illustrated in tables, graphs, information maps commonly used in context area texts

.) /ranscode information from linear to non'linear texts and vice'versa .@xplain illustrations and schematic diagrams in =cience and /echnology texts .. 7rgani!e information illustrated on tables, graphs and maps 0 Cse previous experiences as a scaffold for processing information in a given text 0) /est new insights against previous learningAknowledge 0?ote the effectiveness of textual aids like advance organi!ers, titles, non'linear illustrations, etc in activating background knowledge relevant to the selection 1 @mploy approaches best suited to a text 1) ?ote the functions of statements as they unfold and consider the data that might disconfirm hypothesis 1@xamine opinions for bias 1. 3etermine the validity and adequacy of proof statements to support assertions 10 2eact critically to the devices employed by a writer to achieve his purpose 9 Ctili!e knowledge of the differences among text types $technical, #ournalistic, literary% as an aid in processing information in the said text 9) Assess the content and function of each statement a text with a view of determining the information structure of the text : 3evelop strategies for coping with unknown words and ambiguous sentence structures and discourse :) +dentify the derivation of words :3efine words from context and through word analysis $prefix, roots, suffixes% :. Cse collocations of difficult words as aids in unlocking vocabulary :0 Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel sentences from modification structures and expansions 9R&(&%' ) (ill out application forms $school, #ob, bank, etc % and write pro#ect proposals Prepare school pro#ect proposals, on'going pro#ect evaluation and end'of'the'pro#ect reports Write a short paragraph about an experiment performed in class /ranscode information from linear to non'linear texts and vice versa -) @mploy concept mapping $circle, bubble, linear, etc % as aids in taking down notes and organi!ing ideas -Cse outlines to sum up ideas taken from or to be expanded into texts -. Cse non'linear text outlines and notes as aids in the preparation of a research paper . Produce different text types and sub'types $e g descriptions, essays, critiques, reviews% .) 7rgani!e information in texts bearing in mind the overall macro'discourse pattern and generic structure suited to the ob#ective of the written discourse .Ctili!e alternative forms that may be used with the different rhetorical functions and techniques $e g varied types of definitions; different micro'discourse signals for cause'effect% .. @xpand ideas in well'constructed paragraphs observing cohesion, coherence and the appropriate modes of paragraph development 5ive and respond to feedback on one8s paper in the revision process Cse grammatical structure and vocabulary needed to effectively emphasi!e particular points =how respect for intellectual property rights by acknowledging citations made in reports and research using $a% quotation marks or hanging indentions for direct quotes, $b% internal footnoting, and $c% bibliographic entries of text cited from books and periodicals 9 7rgani!e one8s thoughts and adopt the appropriate writing style in letters, resumes, critiques, etc with the addressed audience in mind 9) Write letters of application $#ob andAor admission to a university% and the accompanying documents $e g resume% 9Cse the interactional and transactional functions of language in letters of appeal, inquiry, etc

9. 90 90) 90read

Write in #ournal entries reflections and insights resulting from Dgrowth'in'personhoodE experiences Write a research paper on a global issue Analy!e, choose and synthesi!e information from varied resources @mploy varied strategies $condensing, deleting, combining, embedding% when summari!ing materials

$&(ER#(.RE ) =how the difference in the generic structure of various literary types $narratives, drama, essays, etc % across world cultures 3ifferentiate between the text structure of #ournalistic, literary, and scientific selections Point out the interdependence of plot, setting and characteri!ation in narratives to achieve the author8s purpose ?ote the time line in narratives" historical, flashback, and #uxtaposition 3escribe the various types of conflict evident in the selection 3educe the themes from narratives 3etermine the information map used by an author in essays 3etermine the rhetorical functions and techniques used in essays Pick out the elements that distinguish drama as a literary form and explain the dramatic devices used by the writer 2eact to the literary techniques and styles $e g choice of symbols, imagery, #uxtaposition% adapted by an author to achieve his purpose )1) Appreciate the use of imagery and poetic devices $e g figurative language, rhyme, etc % for unity of effect )1+dentify flashback, foreshadowing, #uxtaposition and their contribution to the text structure =how appreciation for the significant human experiences expressed in various types of literary genres in world literature -) +dentify the values reflected in various text types in world literature -=how value and respect for diversity evident in world literature -. Point out how writers build a system of values through their selection of words and details and the way they shape reality . @xpress the belief that people can make a difference as highlighted in literature .) Abstract from literary works how local and global are interconnected in our daily lives .2eact to the idea of Dcultural imperialismE in the global scenarios presented in literature .. =tress the universality of generosity and service to others as reflected in world literature 0 =how a keener sense of value for what is worthwhile through exposure to literature 0) 3iscriminate between positive and negative values 0+ndicate commitment to values pertaining to humanity e g social #ustice and equality as portrayed in world literature, and concern for the environment for sustainable development

=ubmitted by" 4ayette and Pol @dited and approved by the consultant 7ctober 60, -660 Proof read by Fo 9A)<A69 as requested by 3r 4oraleda