ENGAGE

Activity 1. What do you know about our Philippine Education System from basic education to higher
education?

There are three agencies that handle the different levels of the Philippines education system: The
Department of Education (DepEd) oversees basic (pre-university) education. The Commission on
Higher Education manages tertiary and graduate education, and the Technical Education and Skills
Development Authority (TESDA) oversees technical-vocational courses and middle education.

Kindergarten and elementary school

Central to the K-12 reforms was the provision of one year of kindergarten schooling for every child in
the Philippines, which is done before elementary school. Elementary school in the Philippines covers
grades 1-6.

Junior and senior high school

Junior high school in the Philippines covers grades 7-10. Senior high school (SHS) in the Philippines
covers grades 11-12 and was introduced in 2016 as part of the K to 12 program.

Tertiary education in the Philippines

Philippine tertiary education typically takes four or five years, or up to eight years for subjects such
as law and medicine. Postgraduate study takes an additional two years or more. Classes begin in
August and end in May the following year; most universities follow a semester pattern, with a few
following a trimester pattern.

Activity 1. Research a sample of needs analysis for a language curriculum and critique it. Attach a copy of
a sample and write your assessment of the sample.

https://files.eric.ed.gov/fulltext/ED572922.pdf

With this study, to have a general understanding of academic needs for the development of
speaking skill, the needs of preparatory class university students at an English Language Teaching
Department were assessed. Based upon a descriptive research design, an adapted questionnaire
with open-ended questions was administered to the 2nd, 3rd and 4th class ELT students as well as
ELT graduates to define their academic needs in speaking courses. The data were analysed by using
SPSS, a Statistical Programme for Social Sciences. At the end of the study, it was found out that (1)
there should be more aiding materials for speaking courses, and (2) more authentic and interesting
activities should be put into practice.
Activity 1. Being familiar with the qualities of making objectives, can you suggest another quality which
is important? Why?

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
Education liberates the intellect, unlocks the imagination and is fundamental for self-respect.

ELABORATE

Activity 1. In your own point of view, which skill is difficult to teach? Why?

Attitude, Skill and Knowledge are important components which makes a successful personality. Skill
and knowledge are something which can always be learnt in classrooms but attitude is something
which is within and needs to be developed by an individual himself/herself.

EVALUATE

Activity 1. After reading a number of language needs analysis questionnaire. Make or design your own
language needs analysis.

The purpose of this study is to identify factual information about the needs of students of English
Literature in the activities and supporting factors of oral communication by using English,
whether linguistic and non-linguistic, and analyzing the difficulties of the situation of oral
communication of English Literature students using English. The results of this study indicate that in
general the students of English Literature feel that participating in a formal discussion is more
important than the informal. While in terms of ability in the oral communication activity, generally
students mastered informal communication activities. In terms of linguistic factors, the choice of
vocabularies, and good and correct sentences are considered very important, although they only
feel quite capable in it. It is also found that talking with self-confidence, having proper English
pronunciation and mastering the topic of conversation become the important non-linguistic factors.
The same thing does not happen on loudness and facial mimic. In general, students feel it is not
important enough to master. Regarding situations that facilitate students in oral communication
in English, they generally feel that well preparation, self-confidence, and mastery over
vocabulary and what is being discussed becomes an easier factor. Different things revealed by most
students about the difficult vocabulary and the lack of preparation in oral communication. It is
difficult. As for things that require improvement, students generally feel that the confidence and the
amount of vocabulary that is mastered should be improved in order to improve the quality of oral
communication in English.