Page 108 of 261

GRADE 7 – ENGLISH

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Quarter 1
Select an appropriate colloquial or idiomatic
V word or expression as a substitute for another
word or expression
Use appropriate idiomatic expressions in a variety
V
of basic interpersonal communicative situations 4
Explain the predominance of colloquial and
V
idiomatic expressions in oral communication
Supply other words or expressions that complete
V 1
an analogy E
VC Organize information from a material viewed 2
Determine the truthfulness and accuracy of the
VC 2
material viewed
Identify the genre of a material viewed (such as
VC 2 movie clip, trailer, news flash, internet-based 4
program, documentary, video, etc.)
G Observe correct subject-verb agreement 4
Use the passive and active voice meaningfully in
G 3 4
varied contexts E
Use the past and past perfect tenses correctly in
G 4 4
varied contexts E
Use direct and reported speech appropriately in
G 5 4
varied contexts E
Use phrases, clauses, and sentences appropriately
G 6 4
and meaningfully E
Read intensively to find answers to specific
RC
questions
RC Scan for specific information
RC Skim for major ideas using headings as guide 4
Use the appropriate reading style (scanning,
RC 7 skimming, speed reading, intensive reading etc.)
for one’s purpose
Quarter 2
LC Recognize main/key ideas
Note specific details/elements of the text listened
LC
to
LC Extract information from the text listened to 4
Use listening strategies based on purpose,
LC 8 familiarity with the topic and levels of difficulty of
short texts listened to
Use appropriate mechanisms/tools in the library or
RC 2
other sources for locating resources
Use an electronic search engine to locate specific
RC 9 3
resources B
Get information from the different parts of a book
RC 2
and from general references in the library
Gather current information from newspapers and
RC 10 3
other print and non-print media
WC Identify key ideas
WC Identify supporting details
WC Simplify ideas 3
Extract information from a text using a summary,
WC 11
precis, and paraphrase
Predict the gist of the material viewed based on
VC the title, pictures, and excerpts of the material
viewed
Draw similarities and differences of the featured 3
L
selections in relation to the theme
Compare content of materials viewed to other
VC 12
sources of information (print and radio) E
 Page 109 of 261

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Identify figures of speech that show comparison
V 2
(simile metaphor, personification)
Identify figures of speech that show contrast
V 2
(irony, oxymoron, paradox)
V Classify sample texts into literal or figurative 2
Discriminate between literal and figurative
V 2
language
V 13 Analyze relationships presented in analogies E 3
Use non-linear visuals as comprehensive aids in
RC
content texts A
2
Give the meaning of given signs and symbols
RC
(road signs, prohibited signs, etc.) A
Transcode orally and in writing the information
RC presented in diagrams, charts, table, graphs, etc.
A 3
Transcode information from linear to non-linear
RC 14
texts and vice-versa D
Quarter 3
Express ideas, opinions, feelings and emotions
F during interviews, group/panel discussions,
forums/fora, debates, etc.
Use the appropriate prosodic features of speech
F
during interviews, discussions and forums
Employ the appropriate oral language and
5
F stance in an interview, a panel discussion, in a
forum and in a debate
Use correct and appropriate multi-media
resources when orally giving information,
F 15
instructions, making explanations and narrating
events in personal or factual recounts E
Use the appropriate oral language, stance and
behavior when giving information, instructions,
F 16 4
making explanations, and narrating events in
factual and personal recounts E
Identify the distinguishing features of revolutionary
L
songs, poems, short stories, drama, and novels
Discover literature as a tool to assert one’s unique
L 5
identity and to better understand other people
Explain how a selection may be influenced by
L 17
culture, history, environment, or other factors E
VC Make a stand on the material viewed 2
Express one’s beliefs/convictions based on a
VC 18 4
material viewed E
RC Identify the author’s intentions for writing 2
RC Make predictions about the text 2
RC 19 Cite evidence to support a general statement E 3
RC 20 React to what is asserted or expressed in a text B 3
Express ideas and opinions based on text listened
F 2
to
Raise sensible, challenging thought provoking
F 21 4
questions in public forums/panel discussions, etc. E
Quarter 4
Organize information about a chosen subject
WC
using a graphic organizer
3
Organize information about a chosen subject
WC
using a one-step topic outline
WC 22 Distinguish features of academic writing D 3
Observe and use the appropriate oral language,
stance and behavior when giving information,
F 4
instructions, making explanations, and narrating
events in factual and personal recounts
 Page 110 of 261

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Give clear precise and concise information,
F explanations and instructions in varied oral
communication situations
Orally narrate events in factual and personal
F recounts using appropriate verbal and non-verbal
cues
Employ a variety of strategies for effective
F 23 interpersonal communication (interview, dialog,
conversation) D
Make simple inferences about thoughts and
LC
feelings expressed in the text listened to
Process information mentioned in the text listened
LC 4
to
Determine the worth of ideas mentioned in the
LC 24
text listened to
Differentiate reality from fantasy based on a
VC
material viewed
Express one’s beliefs/convictions based on a
VC 4
material viewed
Determine the truthfulness and accuracy of the
VC 25
material viewed E
L Explain the literary devices used
Determine tone, mood, technique, and purpose
L
of the author
Draw similarities and differences of the featured
L 4
selections in relation to the theme
Discover the conflicts presented in literary
L 26 selections and the need to resolve those conflicts
in non-violent ways E
Discover literature as a tool to assert one’s unique
L 27 4
identity and to better understand other people E
Discover through Philippine literature the need to
L 28 work cooperatively and responsibly in today’s 4
global village
Compose a capsule biography of a person
WC
interviewed
2
Compose a biographical sketch based on a
WC
personal interview and background research
WC 29 Compose an informative essay B 4
A - An enabling competency developed to bridge the MELC
B - The MELC is a refinement/restatement of the available K to 12 LC.
C - The MELC was developed by merging/fusing a set of related LCs.
D - The MELC originally appeared in other grade level/s based from the K to 12 Curriculum Guide.
E - The MELC originally appeared in other quarter/s based from the K to 12 Curriculum Guide.
 Page 111 of 261

GRADE 8 – ENGLISH

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Quarter 1
Use context clues from the material viewed to
V determine the meaning of unfamiliar words or
expressions
Explain how the elements specific to a genre
L contribute to the theme of a particular literary 5
selection
Determine the meaning of words and expressions
V 1 that reflect the local culture by noting context
clues
Expand the content of an outline using notes from
WC 2
primary and secondary sources
WC 2 Use conventions in citing sources E 5
G 3 Use modals appropriately E 5
Use appropriate cohesive devices in composing
G 3
an informative speech
G 4 Use emphasis markers for persuasive purposes E 5
Scan for logical connectors to determine the text
RC 2
type
RC Skim to determine key ideas 2
Use the appropriate reading style (scanning,
RC skimming, speed reading, intensive reading etc.) 2
for one's purpose.
Note implicit signals used by the writer to indicate
RC 5 5
coherence B
Quarter 2
Transcode information from linear to nonlinear
RC 3
texts and vice-versa
Explain visual-verbal relationships illustrated in
RC 6 tables, graphs, and information maps found in 4
expository texts
Use appropriate grammatical signals or
expressions suitable to each pattern of idea
G development: general to particular claim and 3
counterclaim problem solution cause-effect and
others
G 7 Share ideas using opinion-marking signals E 5
Compare and contrast the presentation of the
VC 8 6
same topic in different viewing genres E
Compare and contrast one’s beliefs/convictions
VC 9 6
with those presented in a material viewed E
Predict the gist of the material viewed based on
VC 3
the title, pictures, and excerpts
Discern positive and negative messages
VC 10 6
conveyed in a material viewed
Quarter 3
Judge the relevance and worth of ideas
VC
presented in the material viewed
Judge the relevance and worth of ideas
LC
presented in the text listened to
5
Determine the issue and stand presented in the
VC
material viewed
Examine biases (for or against) made by the
RC 11
author
Recognize propaganda techniques used in a
RC
given text
5
Analyze intention of words or expressions used in
V 12
propaganda techniques
Distinguish facts from opinion cited in the text
LC 5
listened to
 Page 112 of 261

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Employ different listening strategies suited to the
LC topic, purpose, and level of difficulty of the
listening text
Determine various social, moral, and economic
LC 13
issues discussed in the text listened to
Identify the notable literary genres contributed by
L
Southeast Asian writers
Identify the distinguishing features of notable
L poems, short stories, dramas, and novels
contributed by Southeast Asian writers
Identify similarities and differences of the featured 6
L
selections
Explain how a selection is influenced by culture,
L
history, environment
Appreciate literature as a mirror to a shared
L 14
heritage of people with diverse backgrounds B
G Share ideas using opinion-marking signals
G Use emphasis markers for persuasive purposes
5
Use appropriate cohesive devices in various types
G 15
of speech E
G Review subject and verb agreement 4
G 16 Use parallel structures E 6
Quarter 4
G Use appropriate modifiers
2
G Use appropriate logical connectors for emphasis
Use appropriate grammatical signals or
expressions suitable to each pattern of idea
development: E
 general to particular
G 17 5
 claim and counterclaim
 problem-solution
 cause-effect
 and others
Use writing conventions to indicate
WC
acknowledgement of sources
4
Expand the content of an outline using notes from
WC 18
primary and secondary sources E
RC Draw conclusions from a set of details
LC Summarize information from the text listened to.
4
Synthesize essential information found in various
RC 19
sources B
WC Distinguish parts of a paragraph A
5
WC 20 Compose effective paragraphs E
WC Distinguish features of different text types A
Develop paragraphs that illustrate each text type
4
WC 21 (narrative in literature, expository, explanatory,
factual and personal recount, persuasive) E
Use the correct production of the sounds of
English when delivering a manuscript or
F 2
memorized speech in an oration, in a
declamation or in a dramatic monologue
Deliver a manuscript/memorized oral speech with
F 2
ease and fluency before an audience
Use effective nonverbal communication
F strategies: gestures and body movements and 2
eye contact, etc.
Deliver a self-composed speech using all the
F 22 6
needed speech conventions E
A - An enabling competency developed to bridge the MELC
B - The MELC is a refinement/restatement of the available K to 12 LC.
C - The MELC was developed by merging/fusing a set of related LCs.
D - The MELC originally appeared in other grade level/s based from the K to 12 Curriculum Guide.
E - The MELC originally appeared in other quarter/s based from the K to 12 Curriculum Guide.
 Page 113 of 261

GRADE 9 – ENGLISH

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Quarter 1
Compose clear and coherent sentence using
G 2
modals A
Express permission, obligation and prohibition using
G 1 5
modals E
G Identify parts of conditionals A 2
G 2 Use conditionals in expressing arguments B 5
Arrive at the meaning of words through formation
V (clipping, blending, acronymy, compounding, folk 4
etymology, etc.)
Note types of context clues (restatement,
V definition, synonyms, antonyms) used for a given 4
word
Provide words or expressions appropriate to a
V 4
given situation
Determine the vocabulary or jargons expected of
V 3 5
a communicative style E
Employ the appropriate communicative styles for
V 4 various situations (intimate, casual, conversational, 5
consultative, frozen) B
Quarter 2
Compare and contrast similar information
RC 6
presented in different texts
Relate text content to particular issues, concerns or
RC 5 10
dispositions in life
Explain how a selection may be influenced by
L 5
culture, history, environment or other factors
Analyze literature as means of valuing other
L 5
people and other various circumstances in life
Analyze literature as means of understanding
L 6 unchanging values in the VUCA (volatile, 10
uncertain, complex, ambiguous) world E
Quarter 3
LC Reflect on the ideas of the speaker 2
Share on the personal opinions on the ideas
LC 2
listened to
LC Form decisions based on the ideas mentioned 2
LC 7 Differentiate biases from prejudices E 5
Interpret the message conveyed in the material
VC 3
viewed
Analyze the information contained in the material
VC 3
viewed
Determine the relevance and truthfulness of the
VC 8 5
ideas presented in the material viewed E
LC Interpret the information listened to 3
Recognize unfaulty logic, unsupported facts and
LC 3
emotional appeal
Judge the relevance and worth of
LC 3
information/ideas
LC 9 Judge the validity of the evidence listened to 5
Quarter 4
Judge the relevance of the truthfulness of the
LC 4
ideas listened to
LC Judge the validity of the evidence listened to 4
Judge the relevance and worth of ideas,
RC 10 soundness of author’s reasoning and the 8
effectiveness of the presentation
Get the different sides of social, moral and
LC 4
economic issues affecting the nation
Relate text content to particular issues, concerns
RC 4
and dispositions in real life
 Page 114 of 261

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Take a stand on critical issues brought up in the
VC 4
material viewed
React to lay value judgment on critical issues that
LC 11 demand sound analysis and call for prompt 8
actions B
A - An enabling competency developed to bridge the MELC
B - The MELC is a refinement/restatement of the available K to 12 LC.
C - The MELC was developed by merging/fusing a set of related LCs.
D - The MELC originally appeared in other grade level/s based from the K to 12 Curriculum Guide.
E - The MELC originally appeared in other quarter/s based from the K to 12 Curriculum Guide.
 Page 115 of 261

GRADE 10 – ENGLISH

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Quarter 1
Use information from news reports, speeches,
RC 1 informative talks, panel discussions, etc. in everyday 5
life B
Transcode information from linear to non-linear texts
RC
and vice-versa A
Explain illustrations from linear to non-linear texts and
RC
vice versa A 5
Determine the effect of textual aids like advance
RC 2 organizers, titles, non-linear illustrations, etc. on the
understanding of a text
Determine how connected events contribute to the
VC
totality of a material viewed
Appraise the unity of plot, setting and 5
VC 3 characterization in a material viewed to achieve the
writer’s purpose E
Express insights based on the ideas presented in the
VC
material viewed
Compare and contrast the contents of the materials 5
VC 4 viewed with outside sources of information in terms
of accessibility and effectiveness E
Determine the implicit and explicit signals, verbal, as
LC well as non-verbal, used by the speaker to highlight
significant points
Determine the roles of discourse markers (e.g. 5
LC conjunctions, gambits, adverbs) signaling the
functions of statements made
LC 5 Employ analytical listening in problem solving E
Explain how the elements specific to a selection build
L
its theme
Explain how the elements specific to a genre 3
L contribute to the theme of a particular literary
selection
Evaluate text content, elements, features, and
LC 6 4
properties using a set of criteria E
Evaluate listening texts in terms of accuracy, validity,
LC 7 4
adequacy, and relevance E
Quarter 2
G Use words and expressions that affirm or negate
G Observe correct grammar in making definitions
3
Observe the language of research, campaigns, and
G 8
advocacies E
Use patterns and techniques of developing an
WC
argumentative claim 4
WC 9 Identify parts and features of argumentative essays
VC Detect bias and prejudice in the material viewed
4
WC 10 Formulate a statement of opinion or assertion E
WC 11 Formulate claims of fact, policy, and value 3
Employ appropriate pitch, stress, juncture,
F
intonation, etc.
Observe the correct stance and proper stage
F
behavior as deemed necessary
4
F Establish eye contact
F Demonstrate confidence and ease of delivery
Employ the techniques in public speaking in a
F 12
sample public speaking situation E
Use appropriate multimedia resources that
F 13 4
accompany language E
Use the correct sound of English when delivering
F 2
impromptu and extemporaneous speech
 Page 116 of 261

Most Essential Learning No. of Days

Quarter Domain Learning Competencies
Competencies (MELC) Taught
Make and deliver impromptu and extemporaneous
F 14 4
speeches with ease and confidence
Deliver special speeches like toast and roast
speeches, tributes, welcome and closing remarks,
F 15 4
speeches to introduce guest speakers/resource
persons etc. effectively in varied speech situations E
Deliver self-composed campaign speeches on
F 16 4
Advocacies, Social Issues and Concerns E
Quarter 3
Raise questions to clarify issues covered in the
VC
material viewed
Share viewpoints based on the ideas presented in
VC
the materials viewed 4
Evaluate the information contained in the material
VC
viewed in terms of accuracy and effectiveness
WC 17 Compose an argumentative essay E
Use a variety of informative, persuasive, and
WC 18 3
argumentative writing techniques
Compose an independent critique of a chosen
WC 19 4
selection
RC Identify textual details A 1
Critique a literary selection based on the following
approaches: C
RC - Overall artistic value of the structure and 4
elements of the selection
(structuralist/formalist)
- Treatment of underlying or overarching issue
RC 4
concerning human experience (moralist)
20
RC - Power struggles of characters (Marxist) 4
RC - Gender relationships of characters (feminist) 4
- Relevance of the selection to the historical
RC context during which it was produced 4
(historical)
- Personal significance of the selection to the
RC 4
reader (reader-response)
Quarter 4
Determine the definition of terminologies using
V 2
dictionary, thesaurus and online sources A
V 21 Distinguish technical terms used in research B 5
V 22 Give technical and operational definitions E 4
V 23 Give expanded definitions of words E 4
G Review subject and verb agreement A 3
G 24 Observe correct grammar in making definitions E 5
Expand ideas using principles of cohesion and
WC 2
coherence
WC Acknowledge sources by preparing a bibliography 2
WC Use writing conventions to acknowledge sources 2
Compose a research report on a relevant social
WC 25 7
issue
A - An enabling competency developed to bridge the MELC
B - The MELC is a refinement/restatement of the available K to 12 LC.
C - The MELC was developed by merging/fusing a set of related LCs.
D - The MELC originally appeared in other grade level/s based from the K to 12 Curriculum Guide.
E - The MELC originally appeared in other quarter/s based from the K to 12 Curriculum Guide.