The Kingdom of Bumbaran were ruled by the old king. But the old king was
full envy toward his younger brother, Prince Bantugan. Prince Bantugan
was so handsome, good and brave. Every time someone praised him. The old
king looked angry with him. One day enemies attacked the kingdom of
Bumbaran and Prince Bantugan led his men to defend the kingdom, the evil
king plotted against the good prince. Soon Prince Bantugan returned
victorious from the battle. He knew that his brother hated him, so he
decided to left the kingdom of Bumbaran. In his journey he heard about
the beautiful land of the Kingdom-Between-Two-Seas. It was ruled by a
good king and the beautiful princess Datimbang, his sister. He decided
to go to that kingdom. But when he stood outside the gates. He suddenly
felt very weak. Prince Bantugan fell to the ground and died. The king
and the princess of the kingdom were shocked when they saw the stranger
lying. Princess Datimbang fallen in love to the stranger. No one knew
who the stranger. The king made proclamation that all of his people must
come to look at the prince so that he would know who was that man came
from. But no one knew who's that man. The two parrot talking each other
about Prince Bantugan. The parrot of Prince Bantugan said, I lost my
master, he left Bumbaran never to return. Another parrot said. He is
dead. But you can see his body in the palace where he is lying in royal
state. The parrot flew to the palace. He saw his master's body, and
said, he was so good to his people. He defended them in war. He cured
the people when they were sick. When the king heard what the parrot
said. He brought the body of Prince Bantugan into the kingdom of
Bumbaran. Everyone quiered for the good Prince Bantugan. His brother was
full of repentance. Blaming himself for the death of his brother.
Prince Madali his brother loved him so much. He got the soul of Prince
Bantugan from the angel of death.When he reached the palace of Bumbaran
then he transferred the soul of Prince Bantugan to his body. The body
stirred Prince Bantugan alive as if just awakened from a deep sleep.
They celebrated the return of their Prince. Later Prince Bantugan
married Princess Datimbang.
Wednesday, July 11, 2012
Friday, June 29, 2012
LEARNING COMPETENCIES IN INTERACTIVE SECONDARY ENGLISH LANGUAGE CURRICULUM
FOURTH YEAR
At the end of the fourth year, the student shall have developed the following
competencies:
Listening
1. Show courtesy while listening to the ideas and feelings of others
1.1 Listen attentively to what is uttered
1.2 Allow the speaker to expound on the topic before reacting to what
is said
2. Derive information that can be used in everyday life from news reports,
speeches, informative talks, panel discussions, etc.
2.1 Explore opportunities for obtaining comprehensive information and
varying perspectives by listening to global television newscasts
2.2 Point out the effectiveness of the devices used by the speaker to
attract and hold the attention of the listener
2.3 Identify the roles of discourse markers (e.g. conjunctions, gambits,
adverbs) in signaling the functions of statements made
2.4 Identify implicit and explicit signals-verbal as well as non-verbal
used by a speaker-to-highlight important points
2.4.1 Single out direct and indirect signals used by a speaker
2.5 Respond to intonation used to signal information structure
3. Assess the effectiveness of listening strategies employed considering the
text types, the listening task and one’s purpose for listening
3.1 Match the strategy employed with the type of text, the objective of
the listener and the level of difficulty of the text
3.1.1 Demonstrate flexibility in switching from one strategy to
another in accordance with the situation and text type
3.1.2 Employ analytical listening in problem solving
3.1.3 Use varied approaches (e.g. selective listening TQLR, etc.)
to process listening tasks
3.2 Listen to detailed reports, lecturettes and issues
3.2.1 Listen to take down notes from lecturettes or oral reports
3.2.2 Determine when to listen and when to take down notes in
lecturettes or oral reports
3.2.3 Listen to determine what further elucidation is needed in a
report or a lecture
3.2.4 Listen to supply items not heard in reports and lecturettes
3.2.5 Use prosodic as well as lexical clues to distinguish important
points in a lecture
3.2.6 Determine the content and functions of statements in a
lecture
32
3.3 Listen to global issues
3.3.1 Listen to get different viewpoints on global issues in talk
shows
3.3.2 Listen to get specific information from global television
newscasts
4. Process speech at different rates when evaluating tasks and taking down
notes
4.1 Assess the effectiveness of a material listened to with a view of
determining the speaker’s purpose and assessing whether it was
achieved or not
4.1.1 Give reactions to what was said
4.1.2 Analyze what was heard on the bases of a given set of
criteria
4.1.3 Analyze and evaluate listening texts in point of accuracy,
validity, adequacy and relevance
5. Show appreciation for songs, poems, plays, etc.
5.1 Listen to appreciate varies types of dramatic oral interpretations
and songs with emphasis on protest songs
5.1.1 Note the prosodic pattern used in dramatic readings
5.1.2 Listen to chamber theater and reader’s theater presentations
5.1.3 Describes the emotional appeal of a piece
5.2 Give the theme/message of protest songs
Speaking
1. Speak clearly and spontaneously adapting one’s speech to situations,
circumstances and people addressed
1.1 Use accompanying non-verbal language clues (e.g. gestures) to
highlight significant points in extended discourse
2. Use appropriate language, idioms, figurative language, analogy to express
one’s feelings, thoughts and ideas
2.1 Ask and respond to questions raised in different situations e.g.
interviews, open forums, giving directions, etc.
2.2 Express varied outlooks on a given issue
2.3 Give information obtained from the internet and other sources
2.4 Use interactive media as aids when conveying information
2.4.1 Analyze and use sales psychology that underlies
advertisements on radio and television when conveying
information
2.4.2 Use idioms in expressing one’s feelings and attitudes
3. Employ alternative ways of expressing speech acts and functions
33
4. Arrive at a consensus by resorting to varied strategies, assessment,
negotiation and accommodation
4.1 Analyze and react critically to ideas presented in speeches, news
reports, discussed, etc.
4.2 Indicate affirmation of and/or objections to ideas expressed in
discussion on global issues
4.2.1 Agree/disagree with panelists expressing varied outlooks on
a given issue
5. Observe
At the end of the fourth year, the student shall have developed the following
competencies:
Listening
1. Show courtesy while listening to the ideas and feelings of others
1.1 Listen attentively to what is uttered
1.2 Allow the speaker to expound on the topic before reacting to what
is said
2. Derive information that can be used in everyday life from news reports,
speeches, informative talks, panel discussions, etc.
2.1 Explore opportunities for obtaining comprehensive information and
varying perspectives by listening to global television newscasts
2.2 Point out the effectiveness of the devices used by the speaker to
attract and hold the attention of the listener
2.3 Identify the roles of discourse markers (e.g. conjunctions, gambits,
adverbs) in signaling the functions of statements made
2.4 Identify implicit and explicit signals-verbal as well as non-verbal
used by a speaker-to-highlight important points
2.4.1 Single out direct and indirect signals used by a speaker
2.5 Respond to intonation used to signal information structure
3. Assess the effectiveness of listening strategies employed considering the
text types, the listening task and one’s purpose for listening
3.1 Match the strategy employed with the type of text, the objective of
the listener and the level of difficulty of the text
3.1.1 Demonstrate flexibility in switching from one strategy to
another in accordance with the situation and text type
3.1.2 Employ analytical listening in problem solving
3.1.3 Use varied approaches (e.g. selective listening TQLR, etc.)
to process listening tasks
3.2 Listen to detailed reports, lecturettes and issues
3.2.1 Listen to take down notes from lecturettes or oral reports
3.2.2 Determine when to listen and when to take down notes in
lecturettes or oral reports
3.2.3 Listen to determine what further elucidation is needed in a
report or a lecture
3.2.4 Listen to supply items not heard in reports and lecturettes
3.2.5 Use prosodic as well as lexical clues to distinguish important
points in a lecture
3.2.6 Determine the content and functions of statements in a
lecture
32
3.3 Listen to global issues
3.3.1 Listen to get different viewpoints on global issues in talk
shows
3.3.2 Listen to get specific information from global television
newscasts
4. Process speech at different rates when evaluating tasks and taking down
notes
4.1 Assess the effectiveness of a material listened to with a view of
determining the speaker’s purpose and assessing whether it was
achieved or not
4.1.1 Give reactions to what was said
4.1.2 Analyze what was heard on the bases of a given set of
criteria
4.1.3 Analyze and evaluate listening texts in point of accuracy,
validity, adequacy and relevance
5. Show appreciation for songs, poems, plays, etc.
5.1 Listen to appreciate varies types of dramatic oral interpretations
and songs with emphasis on protest songs
5.1.1 Note the prosodic pattern used in dramatic readings
5.1.2 Listen to chamber theater and reader’s theater presentations
5.1.3 Describes the emotional appeal of a piece
5.2 Give the theme/message of protest songs
Speaking
1. Speak clearly and spontaneously adapting one’s speech to situations,
circumstances and people addressed
1.1 Use accompanying non-verbal language clues (e.g. gestures) to
highlight significant points in extended discourse
2. Use appropriate language, idioms, figurative language, analogy to express
one’s feelings, thoughts and ideas
2.1 Ask and respond to questions raised in different situations e.g.
interviews, open forums, giving directions, etc.
2.2 Express varied outlooks on a given issue
2.3 Give information obtained from the internet and other sources
2.4 Use interactive media as aids when conveying information
2.4.1 Analyze and use sales psychology that underlies
advertisements on radio and television when conveying
information
2.4.2 Use idioms in expressing one’s feelings and attitudes
3. Employ alternative ways of expressing speech acts and functions
33
4. Arrive at a consensus by resorting to varied strategies, assessment,
negotiation and accommodation
4.1 Analyze and react critically to ideas presented in speeches, news
reports, discussed, etc.
4.2 Indicate affirmation of and/or objections to ideas expressed in
discussion on global issues
4.2.1 Agree/disagree with panelists expressing varied outlooks on
a given issue
5. Observe
LEARNING COMPETENCIES IN INTERACTIVE SECONDARY ENGLISH LANGUAGE CURRICULUM
THIRD YEAR
At the end of the third year, the student shall have developed the following
competencies:
Listening
1. Show openness when listening to statements contrary to one’s beliefs
1.1 Take into account the context and situations that gave rise to
statements contrary to one’s stand
1.1.1 Take note of cultural differences underlying contradictory
views
1.2 Explore opportunities for obtaining varied views on a given issue by
listening to debates and talk shows
1.2.1 Infer links and connections between ideas
2. Determine the claims, perspectives, assumptions, and the line of
argumentation in oral presentations
2.1 Listen for important points signaled by pausing and a slow rate of
speech
2.2 Identify explicit signals given by the speaker (e.g. “this is
important…”) to underscore a point
2.3 Listen for clues to enable one to tune in to the topic discussed
3. Shift from one listening strategy to another depending on the text and
one’s purpose for listening
3.1 Shift from marginal to attentive listening depending on the topic
listened to
3.1.1 Employ listening strategies suited to the type of text
3.1.2 Use attentive listening with informative texts and critical
listening with argumentative texts
3.1.3 Use TLQR (Tune-in to raise Questions, then Listen and
Respond) when listening to informative and argumentative
texts
3.2 Listen to argumentative discourse
3.2.1 Listen to single out reasons cited in argumentative texts
3.2.2 Determine the logic of arguments cited
3.2.3 Determine the stand of a speaker on a given issue
3.2.4 Determine the assumptions underlying the arguments of a
speaker
3.2.5 Determine the effectiveness of closing statements in
arguments
3.3 Listen to social, moral and economic issues affecting the nation
3.3.1 Listen to get the different sides to an issue in panel
discussions
25
3.3.2 Identify the speaker’s stand on an issue by noting explicit
and implicit signals (e.g. choice of words to highlight or
downplay assertions made)
4. Process speech at different rates when listening to informative and
argumentative texts
4.1 Determine what was left out and highlighted in informative and
argumentative talks
4.1.1 Listen to determine the worth of ideas based on a set of
criteria
4.1.2 Listen to determine whether conclusions are logical or
illogical
4.1.3 Determine inconsistencies
4.1.4 Pick out discrepancies in supporting ideas
4.1.5 Determine the information map suited to informative
classificatory texts (tree diagrams), informative process texts
(flow charts), and contrastive argumentative texts (grid)
4.2 Compare the stand and attitudes of newscasters and panel
discussants
5. Express appreciation of award-winning protest and patriotic songs and
radio plays
5.1 Listen to appreciate the sound effects and dramatic interpretations
employed in radio plays
5.2 Listen to appreciate the melody, rhythm, and words of award
winning songs used as musical themes in movies
Speaking
1. Give a persuasive talk on an issue adjusting one’s rate/volume of
speaking and register to suit the topic, audience and setting in a
communication situation
1.1 Use pausing and a slow rate of speech to signal important points in
one’s talk
1.2 Use explicit signals (e.g. ”This is important…”) to underscore or
highlight a point in one’s talk
2. Give information and express needs, opinions, feelings, and attitudes
implicitly through analogy
2.1 Elicit and give information using different types of questions and
seek clarification and verification of responses made
2.2 Present arguments in debates and argumentative texts
2.3 Give information obtained from varied sources: talks, periodicals,
mass media
2.4 Use technological aids when conveying information (e.g. projectors)
26
3. Use form, function, and context to express one’s intended meaning
4. Arrive at a consensus by reconciling views
4.1 React critically to issues raised in talk shows and discussions of
issues affecting the nation
4.2 Agree/disagree with assertions made, justify one’s stand and
suggest modifications in open forums following informative talks,
panel discussions and debates on national issues
5. Use conversational gambits in face-to-face interactions to obtain
information, express modified agreements, etc.
5.1 Conduct ambush interviews to determine opinion on issues
affecting the nation
5.2 Use verbal (paraphrase, translation, circumlocution) as well as nonverbal
communication strategies and communication check to
forestall and repair breakdown in communication
6. Use verbal (paraphrase, translation, circumlocution) as well as non-verbal
communication strategies in extended oral reports
Reading
1. Gather data using library resources, newspapers, other print materials
(periodicals, brochures, pamphlets) and non-print resources like audio and
video tapes
2. Adjust and vary reading styles to suit the text, one’s background
knowledge of the topic discussed and one’s purpose for reading
2.1 Scan rapidly for sequence signals or connectors as basis for
determining the macro discourse pattern and rhetorical organization
of the texts
2.2 Suit one’s reading style to the different text types: informative,
journalistic, and literary
3. Demonstrate the ability to use titles and sub-titles as a means of getting
an overview of the text and linking it with previous knowledge of the topic
3.1 Assess a text in the light of previous readings
3.2 Assess advance organizers, titles, sub-titles, illustrations, etc. in the
light of information given in a text
4. Demonstrate the ability to interpret and transcode information from linear
to non-linear texts and vice versa
4.1 Interpret and match information presented in diagrams with
corresponding reading texts
27
4.2 Demonstrate the ability to use varied ways of organizing
information (outlining, graphic representation, etc.)
4.2.1 Take down notes from a reading text using abbreviations,
symbols, and diagrams
5 Use varied approaches to make sense of and develop appreciation of
different text types (covert dialogue with the writer, the sectional approach
discourse analysis)
5.1 Use genre analysis as a means of determining the written
conventions of different text types
5.2 Note the new data provided as the text unfolds and use them as
basis for modifying expanding or affirming hypothesis made
5.3 Re-structure original hypothesis to incorporate new information and
avoid sweeping generalizations
5.4 Note the use of emotion-laden terms to express opinions
5.5 React critically to what is read by judging the relevance and worth
of ideas, soundness of the author’s reasoning, and the
effectiveness of the presentation
5.5.1 Express emotional reactions to what is explicitly stated and
implied in a text
6 Choose from varied reading materials/designed to give information and
pleasure, and to develop appreciation for reading
6.1 Utilize reading as a means of developing language skills
6.2 Express emotional reaction to what is explicitly stated and implied
in the text
7 Employ 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)
7.1 Identify the derivation of words
7.2 Arrive at the meaning of words through context clues, word analysis
(root words, affixes, compounds)
7.3 Use structural analysis on the word, sentence, and discourse levels
to make sense of a text
7.4 Note the strategies employed (restatements, definition, synonyms,
antonyms) to clarify meanings in a given selection
7.5 Identify the features of the written language that distinguish it from
the spoken form (e.g. “according to”, “may we conclude”, “as
previously stated”, “the following points to consider”, etc.)
7.6 Pick out cohesive devices/discourse markers which introduce
conclude topics
28
Writing
1. Express opinion in writing (e.g. stand on certain issues, complaints, etc.)
and write summaries of survey reports on a given issue
1.1 Call attention in writing to good/objectionable practices in open
letters, letters of commendation and complaint
1.2 Express in writing satisfaction or dissatisfaction over services,
performances, etc. (e.g. plays, movies, etc.) in journal entries,
reviews
1.3 Prepare survey forms and make a write-up of survey results
1.4 Write a library research paper on a national issue
2. Fill out forms in line with business promotions and give information
concerning group undertakings and activities
2.1 Accomplish business promotion forms
• warranty return forms
• raffle contest forms
2.2 Prepare notices, agendas and minutes of meetings
2.3 Call attention to school events and drives
3. Demonstrate imagination in writing different text types: narratives both in
text and script forms, description, definition, critiques of a movie or play
3.1 Write texts with the overall text structure (P-Sn or TRI) and generic
structure in mind suited to the text type
3.2 Suit the rhetorical techniques and functions to the objective and
purpose of the written discourse
3.3 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
3.4 Provide examples and illustrations as well as non-examples to
clarify definitions of abstract concepts
4. Use maps and other non-linear texts to present information
4.1 Use concept maps (linear, bubble, tree diagrams, grids) to show
relationships between and among ideas abstracted from texts
4.2 Use different types of outline (word, phrasal, clausal) to organize
ideas
4.3 Make a write-up of non-linear texts used to present information
5. Give and respond to feedback on how to revise compositions or refine
ideas by citing details, giving explanations, examples where necessary
6. Use bibliographic and footnote entries to acknowledge citations made in a
research paper
29
Literature
1. Pick out worthwhile human experiences underscored in Philippine, English
and American literature
1.1 Single out the Eastern and Western cultural values evident in our
heritage as a result of historical development
1.1.1 Express appreciation for Filipino cultural values and its
similarities to or differences from English-American values
1.2 Show appreciation for Western traditions, practices and the values
they represent
1.2.1 Underscore the Western values of candid frankness and
humor as presented in British and American literature
1.2.2 Stress the importance of task-orientedness and efficiency as
values worth emulating
2. Discover literature as a means of understanding man and society (i.e. the
bonds/links between man and society) as presented in Philippine, English
and American literature
2.1 Sow a keener sense of values that last in spite of changes brought
about by science and technology
2.2 React to experiences or actions of the characters in relation to real
life situations
2.3 Express the belief that people can change their ways depending on
their motivation and determination as shown in literature
2.4 React to the experiences of the characters in relation to real life
situations
2.5 Analyze and explain how the environment influences the person’s
character and actions
2.6 Deduce recurring themes underscored in literary pieces
3. Show understanding and appreciation of varied genres focusing on the
contributions of British and America (i.e. sonnets, short stories, etc.)
3.1 Note the form and functions of different types and sub-types of
texts
3.2 Differentiate comedy from tragedy, formal from informal essays
3.3 Trace the development of character and conflict in narratives and
dramas, and discuss the devices used to achieve unity of effect
3.4 Determine the objective of the essayist and the means employed to
attain them
4. State the effect of a literary piece on one’s value system
4.1 React to the values underlying responses to situations in literary
pieces
4.2 Single out worthwhile human values
4.3 Point out one’s attitudes that contribute to a person’s values
30
5. Single out the devices employed in fiction works and non-fiction works
(foreshadowing, flashbacks, figurative language, etc.) used by the author
for intellectual, emotional and aesthetic purposes
5.1 Account for the devices used by a writer to highlight significant
points in a text
5.1.1 Interpret 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
5.1.2 Point out and express appreciation for the author’s choice of
words
5.1.3 React to the figurative language used in the selection
5.2 Point out relationships of time, place, cause-effect, general
concepts, examples, analogy, etc. used by the writer to underscore
the theme of the selection
5.3 Point out the sequencing of details and account for such
sequencing
At the end of the third year, the student shall have developed the following
competencies:
Listening
1. Show openness when listening to statements contrary to one’s beliefs
1.1 Take into account the context and situations that gave rise to
statements contrary to one’s stand
1.1.1 Take note of cultural differences underlying contradictory
views
1.2 Explore opportunities for obtaining varied views on a given issue by
listening to debates and talk shows
1.2.1 Infer links and connections between ideas
2. Determine the claims, perspectives, assumptions, and the line of
argumentation in oral presentations
2.1 Listen for important points signaled by pausing and a slow rate of
speech
2.2 Identify explicit signals given by the speaker (e.g. “this is
important…”) to underscore a point
2.3 Listen for clues to enable one to tune in to the topic discussed
3. Shift from one listening strategy to another depending on the text and
one’s purpose for listening
3.1 Shift from marginal to attentive listening depending on the topic
listened to
3.1.1 Employ listening strategies suited to the type of text
3.1.2 Use attentive listening with informative texts and critical
listening with argumentative texts
3.1.3 Use TLQR (Tune-in to raise Questions, then Listen and
Respond) when listening to informative and argumentative
texts
3.2 Listen to argumentative discourse
3.2.1 Listen to single out reasons cited in argumentative texts
3.2.2 Determine the logic of arguments cited
3.2.3 Determine the stand of a speaker on a given issue
3.2.4 Determine the assumptions underlying the arguments of a
speaker
3.2.5 Determine the effectiveness of closing statements in
arguments
3.3 Listen to social, moral and economic issues affecting the nation
3.3.1 Listen to get the different sides to an issue in panel
discussions
25
3.3.2 Identify the speaker’s stand on an issue by noting explicit
and implicit signals (e.g. choice of words to highlight or
downplay assertions made)
4. Process speech at different rates when listening to informative and
argumentative texts
4.1 Determine what was left out and highlighted in informative and
argumentative talks
4.1.1 Listen to determine the worth of ideas based on a set of
criteria
4.1.2 Listen to determine whether conclusions are logical or
illogical
4.1.3 Determine inconsistencies
4.1.4 Pick out discrepancies in supporting ideas
4.1.5 Determine the information map suited to informative
classificatory texts (tree diagrams), informative process texts
(flow charts), and contrastive argumentative texts (grid)
4.2 Compare the stand and attitudes of newscasters and panel
discussants
5. Express appreciation of award-winning protest and patriotic songs and
radio plays
5.1 Listen to appreciate the sound effects and dramatic interpretations
employed in radio plays
5.2 Listen to appreciate the melody, rhythm, and words of award
winning songs used as musical themes in movies
Speaking
1. Give a persuasive talk on an issue adjusting one’s rate/volume of
speaking and register to suit the topic, audience and setting in a
communication situation
1.1 Use pausing and a slow rate of speech to signal important points in
one’s talk
1.2 Use explicit signals (e.g. ”This is important…”) to underscore or
highlight a point in one’s talk
2. Give information and express needs, opinions, feelings, and attitudes
implicitly through analogy
2.1 Elicit and give information using different types of questions and
seek clarification and verification of responses made
2.2 Present arguments in debates and argumentative texts
2.3 Give information obtained from varied sources: talks, periodicals,
mass media
2.4 Use technological aids when conveying information (e.g. projectors)
26
3. Use form, function, and context to express one’s intended meaning
4. Arrive at a consensus by reconciling views
4.1 React critically to issues raised in talk shows and discussions of
issues affecting the nation
4.2 Agree/disagree with assertions made, justify one’s stand and
suggest modifications in open forums following informative talks,
panel discussions and debates on national issues
5. Use conversational gambits in face-to-face interactions to obtain
information, express modified agreements, etc.
5.1 Conduct ambush interviews to determine opinion on issues
affecting the nation
5.2 Use verbal (paraphrase, translation, circumlocution) as well as nonverbal
communication strategies and communication check to
forestall and repair breakdown in communication
6. Use verbal (paraphrase, translation, circumlocution) as well as non-verbal
communication strategies in extended oral reports
Reading
1. Gather data using library resources, newspapers, other print materials
(periodicals, brochures, pamphlets) and non-print resources like audio and
video tapes
2. Adjust and vary reading styles to suit the text, one’s background
knowledge of the topic discussed and one’s purpose for reading
2.1 Scan rapidly for sequence signals or connectors as basis for
determining the macro discourse pattern and rhetorical organization
of the texts
2.2 Suit one’s reading style to the different text types: informative,
journalistic, and literary
3. Demonstrate the ability to use titles and sub-titles as a means of getting
an overview of the text and linking it with previous knowledge of the topic
3.1 Assess a text in the light of previous readings
3.2 Assess advance organizers, titles, sub-titles, illustrations, etc. in the
light of information given in a text
4. Demonstrate the ability to interpret and transcode information from linear
to non-linear texts and vice versa
4.1 Interpret and match information presented in diagrams with
corresponding reading texts
27
4.2 Demonstrate the ability to use varied ways of organizing
information (outlining, graphic representation, etc.)
4.2.1 Take down notes from a reading text using abbreviations,
symbols, and diagrams
5 Use varied approaches to make sense of and develop appreciation of
different text types (covert dialogue with the writer, the sectional approach
discourse analysis)
5.1 Use genre analysis as a means of determining the written
conventions of different text types
5.2 Note the new data provided as the text unfolds and use them as
basis for modifying expanding or affirming hypothesis made
5.3 Re-structure original hypothesis to incorporate new information and
avoid sweeping generalizations
5.4 Note the use of emotion-laden terms to express opinions
5.5 React critically to what is read by judging the relevance and worth
of ideas, soundness of the author’s reasoning, and the
effectiveness of the presentation
5.5.1 Express emotional reactions to what is explicitly stated and
implied in a text
6 Choose from varied reading materials/designed to give information and
pleasure, and to develop appreciation for reading
6.1 Utilize reading as a means of developing language skills
6.2 Express emotional reaction to what is explicitly stated and implied
in the text
7 Employ 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)
7.1 Identify the derivation of words
7.2 Arrive at the meaning of words through context clues, word analysis
(root words, affixes, compounds)
7.3 Use structural analysis on the word, sentence, and discourse levels
to make sense of a text
7.4 Note the strategies employed (restatements, definition, synonyms,
antonyms) to clarify meanings in a given selection
7.5 Identify the features of the written language that distinguish it from
the spoken form (e.g. “according to”, “may we conclude”, “as
previously stated”, “the following points to consider”, etc.)
7.6 Pick out cohesive devices/discourse markers which introduce
conclude topics
28
Writing
1. Express opinion in writing (e.g. stand on certain issues, complaints, etc.)
and write summaries of survey reports on a given issue
1.1 Call attention in writing to good/objectionable practices in open
letters, letters of commendation and complaint
1.2 Express in writing satisfaction or dissatisfaction over services,
performances, etc. (e.g. plays, movies, etc.) in journal entries,
reviews
1.3 Prepare survey forms and make a write-up of survey results
1.4 Write a library research paper on a national issue
2. Fill out forms in line with business promotions and give information
concerning group undertakings and activities
2.1 Accomplish business promotion forms
• warranty return forms
• raffle contest forms
2.2 Prepare notices, agendas and minutes of meetings
2.3 Call attention to school events and drives
3. Demonstrate imagination in writing different text types: narratives both in
text and script forms, description, definition, critiques of a movie or play
3.1 Write texts with the overall text structure (P-Sn or TRI) and generic
structure in mind suited to the text type
3.2 Suit the rhetorical techniques and functions to the objective and
purpose of the written discourse
3.3 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
3.4 Provide examples and illustrations as well as non-examples to
clarify definitions of abstract concepts
4. Use maps and other non-linear texts to present information
4.1 Use concept maps (linear, bubble, tree diagrams, grids) to show
relationships between and among ideas abstracted from texts
4.2 Use different types of outline (word, phrasal, clausal) to organize
ideas
4.3 Make a write-up of non-linear texts used to present information
5. Give and respond to feedback on how to revise compositions or refine
ideas by citing details, giving explanations, examples where necessary
6. Use bibliographic and footnote entries to acknowledge citations made in a
research paper
29
Literature
1. Pick out worthwhile human experiences underscored in Philippine, English
and American literature
1.1 Single out the Eastern and Western cultural values evident in our
heritage as a result of historical development
1.1.1 Express appreciation for Filipino cultural values and its
similarities to or differences from English-American values
1.2 Show appreciation for Western traditions, practices and the values
they represent
1.2.1 Underscore the Western values of candid frankness and
humor as presented in British and American literature
1.2.2 Stress the importance of task-orientedness and efficiency as
values worth emulating
2. Discover literature as a means of understanding man and society (i.e. the
bonds/links between man and society) as presented in Philippine, English
and American literature
2.1 Sow a keener sense of values that last in spite of changes brought
about by science and technology
2.2 React to experiences or actions of the characters in relation to real
life situations
2.3 Express the belief that people can change their ways depending on
their motivation and determination as shown in literature
2.4 React to the experiences of the characters in relation to real life
situations
2.5 Analyze and explain how the environment influences the person’s
character and actions
2.6 Deduce recurring themes underscored in literary pieces
3. Show understanding and appreciation of varied genres focusing on the
contributions of British and America (i.e. sonnets, short stories, etc.)
3.1 Note the form and functions of different types and sub-types of
texts
3.2 Differentiate comedy from tragedy, formal from informal essays
3.3 Trace the development of character and conflict in narratives and
dramas, and discuss the devices used to achieve unity of effect
3.4 Determine the objective of the essayist and the means employed to
attain them
4. State the effect of a literary piece on one’s value system
4.1 React to the values underlying responses to situations in literary
pieces
4.2 Single out worthwhile human values
4.3 Point out one’s attitudes that contribute to a person’s values
30
5. Single out the devices employed in fiction works and non-fiction works
(foreshadowing, flashbacks, figurative language, etc.) used by the author
for intellectual, emotional and aesthetic purposes
5.1 Account for the devices used by a writer to highlight significant
points in a text
5.1.1 Interpret 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
5.1.2 Point out and express appreciation for the author’s choice of
words
5.1.3 React to the figurative language used in the selection
5.2 Point out relationships of time, place, cause-effect, general
concepts, examples, analogy, etc. used by the writer to underscore
the theme of the selection
5.3 Point out the sequencing of details and account for such
sequencing
LEARNING COMPETENCIES IN INTERACTIVE SECONDARY ENGLISH LANGUAGE CURRICULUM
SECOND YEAR
At the end of the second year, the student shall have developed the following
competencies:
Listening
1. Determine the social issues addressed in an informative talk, the objective
of the speaker and his attitude on the issues
1.1 Listen for clues and links to show the speaker’s trend of thought
1.1.1 Describe the speaker’s attitude towards the subject
1.1.2 Arrive at conclusions regarding the attitude of the speaker
toward his subject by noting clues and links to show the
speaker’s stand and assumptions
1.2 Explore opportunities for speedy and economical access to
information by listening to talks, informative, political, religious
2. Identify prosodic features, stress, and intonation features as carriers of
meaning that may aid or interfere in the delivery of the message in stories
and informative texts
2.1 Note prosodic features (e.g. stress, intonation, pauses) and rate of
speech as carriers of meaning
2.2 Identify changes in meaning signaled by stress, intonation and
juncture
2.3 Listen for points the speaker emphasizes as important signaled by
contrastive sentence stress
3. Employ varied listening strategies (marginal, selective, attentive, critical) to
suit the listening text and task
3.1 Supply gaps in listening texts caused by acoustic disturbance
3.1.1 Predict what is to follow considering the text type and macro
discourse pattern
3.1.2 Use context to guess items not heard in a listening text
3.2 Listen to longer stories
3.2.1 Employ projective listening strategies when listening to
stories
3.2.2 Predict outcomes from events described in stories as they
unfold
3.2.3 Listen to determine if one’s predictions are borne out
3.2.4 Listen to events and note developments in narratives as they
unfold
3.2.5 Note the dramatic effect of sudden twists in surprise endings
3.3 Listen to issues pertaining to the community
3.3.1 Identify the attitudes of the speaker on an issue
19
3.3.2 Determine if the speaker is neutral, for or against an issue
4. Process speech at different rates by making inferences from what was
said
4.1 Use syntactic and lexical clues to supply items not heard in a
listening text
4.1.1 Anticipate what is to follow considering the function of the
statements made
4.2 Listen to determine conflicting information aired over the radio and
television
5. Express appreciation for oral interpretations noting harmony, unison, and
rhythm
5.1 Listen to appreciate the tune and narrative structure of ballads
5.2 Listen to appreciate harmony, unison, and rhythm in choric
interpretations
Speaking
1. Give a short, informative talk using appropriate registers to suit the
intended audience and variation in intonation and stress for emphasis and
contrast
1.1 Make use of stress and intonation for emphasis and contrast
1.2 Express feelings and attitudes by utilizing contrastive stress and
variations of tone and tempo
1.3 Use stress, intonation and juncture to signal changes in meaning
2. Give information and express needs, opinions, feelings and attitudes
explicitly and implicitly in informative talk
2.1 Formulate response to questions noting the types of questions
raised (yes-no, wh-questions alternative, modals, embedded)
2.2 Use the telephone to make inquiries
2.3 Give information obtained from mass media: newspapers, radio,
television
2.4 Use audio-visual aids to highlight important points in an informative
talk
3. Infer the function of utterance and respond accordingly taking into account
the context of the situation and the tone used (asking information, making
suggestions, expressing wants, dislikes, approval, disapproval
3.1 Respond orally to the ideas and needs expressed in face-to-face
interviews in accordance with the intended meaning of the speaker
3.2 Include instructional information and constraints
20
4. Arrive at a consensus on community issues by assessing statements
made
4.1 React to information obtained from talks
4.1.1 Agree/disagree with statements and observations made
concerning community issues
4.2 Agree/disagree with statements, observations and responses made
in political and religious talks when discussing issues affecting the
community
4.3 Interview persons to get their opinions about social issues affecting
the community
5. Use appropriate turn-taking strategies (topic nomination, topic
development, topic shift, turn-getting, etc.) in extended conversation
6. Use communication strategies (e.g. paraphrase, translations, and
circumlocution) to repair break down in communication
Reading
1. Gather data using library resources consisting of general references,
atlas, periodical index, and periodicals to locate information
1.1 Use the periodical index to locate information in periodicals
1.1.1 Determine the content and stand of a newspaper
1.2 Extract and organize information from different text types
2. Adjust and vary reading speed based on one’s purpose for reading and
the type of materials read
2.1 Use different reading styles to suit the text and one’s purpose for
reading
2.2 Scan rapidly for sequence signals or connectors as basis for
determining the rhetorical organization of texts
3. Demonstrate the ability to activate background knowledge (e.g. use
advance organizers, illustrations, comprehension, questions, titles, etc.) to
better understand a text
3.1 Relate ideas from previous readings to a given text
4. Demonstrate the ability to interpret and if necessary reproduce in linear
verbal forms and graphics relationships calling for inferential
interpretations
4.1 Interpret and compare orally or in writing information presented in
tables, charts, graphs, etc.
4.2 Choose the chart (flow chart, tree diagram or grid) most suited to
illustrate thought relationships in a given text
4.3 Organize information into a concept map
21
5. Utilize varied reading strategies (covert dialogue with the writer and the
sectional approach) to process information in a text
5.1 Note the function of statements made as the text unfolds and use it
as the basis of predicting what is to follow
5.2 Suggest modifications to be made considering the context of the
situation when the text was written
5.3 Distinguish between facts and opinion and note expressions that
signal opinions (seems, as I see it)
5.4 Identify propaganda strategies used in advertisements and other
texts and consider these when formulating hypothesis concerning
claims made
5.5 Abstract information from the text by noting both explicit and implicit
signals used by the writer to serve as directions on how the text is
to be interpreted
6. Develop the ability and the desire to read different text types for
information, pleasure and appreciation
6.1 Derive from the written text varied ways of expressing an idea
7. Develop strategies to make sense of unfamiliar words, ambiguous
sentence structures, and information-dense discourse
7.1 Arrange words in a cline to differentiate between shades of
meaning
7.2 Guess the meaning of idiomatic expressions by noting keywords in
expressions, context clues, collocations, clusters or related words,
etc.
7.3 Get the meaning of complex sentence structures by deleting
expansions to come up with the kernel sentence
Writing
1. Communicate thoughts, feelings, one’s needs in letters, journal entries,
book reviews, interview write-ups, etc. using appropriate styles (formal
and informal)
1.1 Employ the interactional functions of language in pen-pal letters,
letters of invitation, “yes” and “no” letters
1.2 Write reflections on learning experiences in diary and journal
entries
1.3 Summarize and write reactions to books read (book reviews) or
movies seen (movie review)
1.4 Prepare interview guides and make a write-up of an interview
2. Accomplish forms (school, evaluation, survey) and order slips and prepare
posters and captions calling attention to drives
2.1 Fill out personal data sheets (school forms, bank forms, etc.)
22
2.2 Accomplish order slips, telecom forms
2.3 Call attention to school events and drives
2.3.1 Make captions for posters
2.3.2 Write slogans
2.3.3 Prepare advertisements for school drives
3. Write different types of discourse: narration (personal experiences),
exposition (book reviews) and description (apparatus, objects, etc.)
3.1 Write well-constructed texts employing alternative forms of the
overall macro discourse patterns
P-Sn Situation, Problem, Attempted Solution-Result-Evaluation
TRI Topic-Restriction, Topic-Illustration, and Topic-Restriction-
Illustration
3.2 Use appropriate modes of development to express one’s ideas,
needs, feelings, and attitudes
3.3 Expand ideas using a variety of and cohesive devices to make the
flow of thought from one sentence to another smooth and effortless
3.4 Write short personal narratives to support an assertion
4. Organize ideas in non-linear texts
4.1 Use information maps and other concept maps as aids in note
taking
• Linear, branching, cyclical flow-charts
• Three-level tree diagrams
• Grids
4.2 Use three-step word, phrasal and sentence outlines to organize
ideas
4.3 Explain in writing the data presented in non-linear texts
5. Do self and peer-editing using a set of criteria
6. Use writing conventions to indicate acknowledgement of resources
Literature
1. Discover Philippine and Afro Asian literature as a means of expanding
experiences and outlook and enhancing worthwhile universal human
values
1.1 Express appreciation for worthwhile Asian traditions and the values
they represent
1.2 Assess the Asian identity as presented in Asian literature
1.3 Assess one’s self in the light of what makes an Asian
1.4 Identify one’s self with other people through literature and note
cultural differences so as to get to the heart of problems arising
from them
23
2. Discover literature as a means of having a better understanding of man
and the forces he has to contend with
2.1 Discover through literature the symbiotic relationship between man
and his environment and the need of the former to protect the latter
2.2 Demonstrate a heightened sensitivity to the needs of others for a
better understanding of man
2.3 Discover through literature the links between one’s life and the lives
of the people throughout the world
2.4 Highlight the need for a more just and equitable distribution of
resources
3. Show understanding and appreciation of the different genres with
emphasis on types contributed by Asian countries (i.e. haiku, tanka etc.)
3.1 Point out the elements of plays and playlets
3.2 Determine the macro discourse patterns (PSNTRI) of essays and
the micro discourse signals used to establish meaning relationships
in the essay
4. Point out the role of literature in enabling one to grow in personhood
4.1 Note the values underscored by the writer in literary pieces
4.2 Distinguish literature s a means of gaining vicarious experiences
4.3 Discriminate what is worthwhile from what is not through literature
4.3.1 Distinguish as a positive value the ability to look into oneself
and to accept one’s strengths and weaknesses
4.3.2 Single out humility, resourcefulness and self-reliance
5. Employ reading skills as an aid in comprehension and appreciation of a
literary piece
5.1 Select appropriate details from a selection (i.e. contrasts,
illustration, etc.) used by an essayist to attain his objective (to
persuade, to inform, to call attention, etc.)
5.2 Point out how the choice of title space allotment, imagery, choice of
words, figurative language, etc. contribute to the theme
5.2.1 Single out and explain figurative language used
5.2.2 Point out and express appreciation of sensory images in
literary forms
5.3 Show relationship between the man idea and significant details
5.4 Draw conclusions and make inferences based on details/specific
ideas
5.5 Determine the author’s tone and purpose for writing a literary
selection
5.6 Paraphrase passages to demonstrate understanding
At the end of the second year, the student shall have developed the following
competencies:
Listening
1. Determine the social issues addressed in an informative talk, the objective
of the speaker and his attitude on the issues
1.1 Listen for clues and links to show the speaker’s trend of thought
1.1.1 Describe the speaker’s attitude towards the subject
1.1.2 Arrive at conclusions regarding the attitude of the speaker
toward his subject by noting clues and links to show the
speaker’s stand and assumptions
1.2 Explore opportunities for speedy and economical access to
information by listening to talks, informative, political, religious
2. Identify prosodic features, stress, and intonation features as carriers of
meaning that may aid or interfere in the delivery of the message in stories
and informative texts
2.1 Note prosodic features (e.g. stress, intonation, pauses) and rate of
speech as carriers of meaning
2.2 Identify changes in meaning signaled by stress, intonation and
juncture
2.3 Listen for points the speaker emphasizes as important signaled by
contrastive sentence stress
3. Employ varied listening strategies (marginal, selective, attentive, critical) to
suit the listening text and task
3.1 Supply gaps in listening texts caused by acoustic disturbance
3.1.1 Predict what is to follow considering the text type and macro
discourse pattern
3.1.2 Use context to guess items not heard in a listening text
3.2 Listen to longer stories
3.2.1 Employ projective listening strategies when listening to
stories
3.2.2 Predict outcomes from events described in stories as they
unfold
3.2.3 Listen to determine if one’s predictions are borne out
3.2.4 Listen to events and note developments in narratives as they
unfold
3.2.5 Note the dramatic effect of sudden twists in surprise endings
3.3 Listen to issues pertaining to the community
3.3.1 Identify the attitudes of the speaker on an issue
19
3.3.2 Determine if the speaker is neutral, for or against an issue
4. Process speech at different rates by making inferences from what was
said
4.1 Use syntactic and lexical clues to supply items not heard in a
listening text
4.1.1 Anticipate what is to follow considering the function of the
statements made
4.2 Listen to determine conflicting information aired over the radio and
television
5. Express appreciation for oral interpretations noting harmony, unison, and
rhythm
5.1 Listen to appreciate the tune and narrative structure of ballads
5.2 Listen to appreciate harmony, unison, and rhythm in choric
interpretations
Speaking
1. Give a short, informative talk using appropriate registers to suit the
intended audience and variation in intonation and stress for emphasis and
contrast
1.1 Make use of stress and intonation for emphasis and contrast
1.2 Express feelings and attitudes by utilizing contrastive stress and
variations of tone and tempo
1.3 Use stress, intonation and juncture to signal changes in meaning
2. Give information and express needs, opinions, feelings and attitudes
explicitly and implicitly in informative talk
2.1 Formulate response to questions noting the types of questions
raised (yes-no, wh-questions alternative, modals, embedded)
2.2 Use the telephone to make inquiries
2.3 Give information obtained from mass media: newspapers, radio,
television
2.4 Use audio-visual aids to highlight important points in an informative
talk
3. Infer the function of utterance and respond accordingly taking into account
the context of the situation and the tone used (asking information, making
suggestions, expressing wants, dislikes, approval, disapproval
3.1 Respond orally to the ideas and needs expressed in face-to-face
interviews in accordance with the intended meaning of the speaker
3.2 Include instructional information and constraints
20
4. Arrive at a consensus on community issues by assessing statements
made
4.1 React to information obtained from talks
4.1.1 Agree/disagree with statements and observations made
concerning community issues
4.2 Agree/disagree with statements, observations and responses made
in political and religious talks when discussing issues affecting the
community
4.3 Interview persons to get their opinions about social issues affecting
the community
5. Use appropriate turn-taking strategies (topic nomination, topic
development, topic shift, turn-getting, etc.) in extended conversation
6. Use communication strategies (e.g. paraphrase, translations, and
circumlocution) to repair break down in communication
Reading
1. Gather data using library resources consisting of general references,
atlas, periodical index, and periodicals to locate information
1.1 Use the periodical index to locate information in periodicals
1.1.1 Determine the content and stand of a newspaper
1.2 Extract and organize information from different text types
2. Adjust and vary reading speed based on one’s purpose for reading and
the type of materials read
2.1 Use different reading styles to suit the text and one’s purpose for
reading
2.2 Scan rapidly for sequence signals or connectors as basis for
determining the rhetorical organization of texts
3. Demonstrate the ability to activate background knowledge (e.g. use
advance organizers, illustrations, comprehension, questions, titles, etc.) to
better understand a text
3.1 Relate ideas from previous readings to a given text
4. Demonstrate the ability to interpret and if necessary reproduce in linear
verbal forms and graphics relationships calling for inferential
interpretations
4.1 Interpret and compare orally or in writing information presented in
tables, charts, graphs, etc.
4.2 Choose the chart (flow chart, tree diagram or grid) most suited to
illustrate thought relationships in a given text
4.3 Organize information into a concept map
21
5. Utilize varied reading strategies (covert dialogue with the writer and the
sectional approach) to process information in a text
5.1 Note the function of statements made as the text unfolds and use it
as the basis of predicting what is to follow
5.2 Suggest modifications to be made considering the context of the
situation when the text was written
5.3 Distinguish between facts and opinion and note expressions that
signal opinions (seems, as I see it)
5.4 Identify propaganda strategies used in advertisements and other
texts and consider these when formulating hypothesis concerning
claims made
5.5 Abstract information from the text by noting both explicit and implicit
signals used by the writer to serve as directions on how the text is
to be interpreted
6. Develop the ability and the desire to read different text types for
information, pleasure and appreciation
6.1 Derive from the written text varied ways of expressing an idea
7. Develop strategies to make sense of unfamiliar words, ambiguous
sentence structures, and information-dense discourse
7.1 Arrange words in a cline to differentiate between shades of
meaning
7.2 Guess the meaning of idiomatic expressions by noting keywords in
expressions, context clues, collocations, clusters or related words,
etc.
7.3 Get the meaning of complex sentence structures by deleting
expansions to come up with the kernel sentence
Writing
1. Communicate thoughts, feelings, one’s needs in letters, journal entries,
book reviews, interview write-ups, etc. using appropriate styles (formal
and informal)
1.1 Employ the interactional functions of language in pen-pal letters,
letters of invitation, “yes” and “no” letters
1.2 Write reflections on learning experiences in diary and journal
entries
1.3 Summarize and write reactions to books read (book reviews) or
movies seen (movie review)
1.4 Prepare interview guides and make a write-up of an interview
2. Accomplish forms (school, evaluation, survey) and order slips and prepare
posters and captions calling attention to drives
2.1 Fill out personal data sheets (school forms, bank forms, etc.)
22
2.2 Accomplish order slips, telecom forms
2.3 Call attention to school events and drives
2.3.1 Make captions for posters
2.3.2 Write slogans
2.3.3 Prepare advertisements for school drives
3. Write different types of discourse: narration (personal experiences),
exposition (book reviews) and description (apparatus, objects, etc.)
3.1 Write well-constructed texts employing alternative forms of the
overall macro discourse patterns
P-Sn Situation, Problem, Attempted Solution-Result-Evaluation
TRI Topic-Restriction, Topic-Illustration, and Topic-Restriction-
Illustration
3.2 Use appropriate modes of development to express one’s ideas,
needs, feelings, and attitudes
3.3 Expand ideas using a variety of and cohesive devices to make the
flow of thought from one sentence to another smooth and effortless
3.4 Write short personal narratives to support an assertion
4. Organize ideas in non-linear texts
4.1 Use information maps and other concept maps as aids in note
taking
• Linear, branching, cyclical flow-charts
• Three-level tree diagrams
• Grids
4.2 Use three-step word, phrasal and sentence outlines to organize
ideas
4.3 Explain in writing the data presented in non-linear texts
5. Do self and peer-editing using a set of criteria
6. Use writing conventions to indicate acknowledgement of resources
Literature
1. Discover Philippine and Afro Asian literature as a means of expanding
experiences and outlook and enhancing worthwhile universal human
values
1.1 Express appreciation for worthwhile Asian traditions and the values
they represent
1.2 Assess the Asian identity as presented in Asian literature
1.3 Assess one’s self in the light of what makes an Asian
1.4 Identify one’s self with other people through literature and note
cultural differences so as to get to the heart of problems arising
from them
23
2. Discover literature as a means of having a better understanding of man
and the forces he has to contend with
2.1 Discover through literature the symbiotic relationship between man
and his environment and the need of the former to protect the latter
2.2 Demonstrate a heightened sensitivity to the needs of others for a
better understanding of man
2.3 Discover through literature the links between one’s life and the lives
of the people throughout the world
2.4 Highlight the need for a more just and equitable distribution of
resources
3. Show understanding and appreciation of the different genres with
emphasis on types contributed by Asian countries (i.e. haiku, tanka etc.)
3.1 Point out the elements of plays and playlets
3.2 Determine the macro discourse patterns (PSNTRI) of essays and
the micro discourse signals used to establish meaning relationships
in the essay
4. Point out the role of literature in enabling one to grow in personhood
4.1 Note the values underscored by the writer in literary pieces
4.2 Distinguish literature s a means of gaining vicarious experiences
4.3 Discriminate what is worthwhile from what is not through literature
4.3.1 Distinguish as a positive value the ability to look into oneself
and to accept one’s strengths and weaknesses
4.3.2 Single out humility, resourcefulness and self-reliance
5. Employ reading skills as an aid in comprehension and appreciation of a
literary piece
5.1 Select appropriate details from a selection (i.e. contrasts,
illustration, etc.) used by an essayist to attain his objective (to
persuade, to inform, to call attention, etc.)
5.2 Point out how the choice of title space allotment, imagery, choice of
words, figurative language, etc. contribute to the theme
5.2.1 Single out and explain figurative language used
5.2.2 Point out and express appreciation of sensory images in
literary forms
5.3 Show relationship between the man idea and significant details
5.4 Draw conclusions and make inferences based on details/specific
ideas
5.5 Determine the author’s tone and purpose for writing a literary
selection
5.6 Paraphrase passages to demonstrate understanding
LEARNING COMPETENCIES IN INTERACTIVE SECONDARY ENGLISH LANGUAGE CURRICULUM
FIRST YEAR
At the end of the first year, the student shall have developed the following
competencies:
Listening
1. Listen closely to determine what to do and what not to do in
announcements, instructions or directions given orally
1.1 Listen to instructions given in connection with classroom procedure
1.1.1 Note down details in instructions or directions given orally
1.1.2 Carry out instructions given orally
1.2 Explore opportunities offered for speedy and economical access to
information by listening to broadcasts and weather bulletins
1.2.1 Distinguish what to do and what not to do in emergency
situations (fire, earthquake, etc.)
1.2.2 Listen closely to instructions and cautions pointed out
1.2.3 Listen for specific details and warnings in weather bulletins
2. Determine the content and feeling levels of utterances
2.1 Identify the speech event, interlocutors and objective of the speaker
2.2 Note the use of intonation to express feelings
2.3 Identify attitudes and feelings signaled by prosodic features (e.g.
intonation and stress)
3. Adjust listening strategies (marginal, selective, attentive, critical) in relation
to the main purposes of listening, one’s familiarity with the topic and level
of difficulty of a text describing a process and narrating longer stories
3.1 Determine the type of listening suited to a given text
3.1.1 Use TQLR (Tune in-Question-Listen-Respond) as a strategy
to make sense of listening texts
3.1.2 Employ selective strategies to find out answers to questions
raised in a listening text
3.2 Listen to informative texts specifically descriptions of processes
3.2.1 Listen to determine steps in a process
3.2.2 Transcode descriptions of a process using flowcharts
3.2.3 Listen to explanations of specific processes noting causeeffect
relationships
13
3.3 Listen to narratives
3.3.1 Infer links and connections between ideas
3.3.2 Determine the information map suited to the type of narrative
listened to
3.4 Listen to issues pertaining to the home and the family
3.4.1 Listen to class discussions on home and the family
3.4.2 Identify the place and the person speaking
3.4.3 Identify the stand of the speaker based on explicit
statements made
4. Get information from rapid speech
4.1 Listen to process speech including pauses, errors, corrections
4.1.1 Get information from rapid and “distorted” speech
4.1.2 Restate a commentary on a basketball game
4.2 Make sense of broadcasts and telecasts
4.2.1 Listen to get information on current events and issues aired
over the radio and television
5. Express appreciation for entertaining texts (anecdotes, jokes, fables, tales
in sharing sessions)
5.1 Listen to simple narratives to develop appreciative listening skills
5.1.1 Point out the (situation-problem-attempted solution-result)
discourse pattern in tales
5.1.2 Point out the distinctive features of tales, anecdotes, fables,
etc. listened to
5.1.3 Identify cause-effect relationships in anecdotes and tales
5.2 Single out the punch lines in jokes
Speaking
1. Speak in clear correct English appropriate to situations and adjust rate,
volume, and choice of register to suit the audience
1.1 Observe correct pronunciation of critical vowel and consonant
sounds
1.2 Use correct pronunciation, intonation and stress patterns, pausing,
and blending
2. Give information and express needs, opinions, feelings and attitudes in
explicit terms
2.1 Give short talks to entertain
2.2 Give and convey information obtained over the telephone and from
radio broadcasts
2.3 Use visual aids (e.g. graphs, charts, etc.) when conveying
information on topics dealing with science and mathematics
14
3. Use English when offering things to classmates and teachers, and identify
the functions of utterances taking into account the context of the situation
(seeking information, giving directions, expressing approval/disapproval,
etc.)
3.1 Use gambits when offering things to classmates, teachers, etc.
3.1.1 Respond to offers made (accept, turn-down or negotiate
changes in offers made)
3.2 Give clear commands, requests and directions to get things done
3.2.1 Give instructions, prohibitions, warnings
4. Ask and answer different types of questions (yes-no, wh- questions, core
and follow-up) using the basic sentence structures and sound patterns of
English
5. Arrive at a consensus by citing proof statements
5.1 React to information shared in small group discussions
5.2 Agree/disagree with assertions and observations made in radio
broadcasts and when sharing experiences on topics dealing with
Science and Mathematics
6. Observe social and linguistic conventions in oral transactional discourse
(e.g. interview, asking, and giving directions, etc.)
6.1 Interview classmates to get to know them better
6.2 Use communication strategies (e.g. paraphrase and translation) to
make up for inadequacies in the language
6.3 Ask and give directions and instructions on specific processes
Reading
1. Get information from the different parts of a book, current information from
newspapers and data from general references in the library
1.1 Use the card catalogue to locate reference materials in the library
1.2 Use locational skills to derive data from general sources of
information: encyclopedia, dictionary
1.3 Get information from the different parts of a book
1.4 Get current information from newspapers
2. Use different reading styles to suit the text and one’s purpose for reading
2.1 Scan for specific information
2.2 Skim rapidly for major ideas using headings as guide
2.3 Read closely to find answers to specific questions, note sequence
of events, etc.
3. Use ideas and information gained from previous readings and personal
experiences to better understand a text
15
3.1 Use background knowledge or schema as basis for conjectures
and hypothesis made while reading a text
3.2 Recall ideas from previous readings to better understand a given
text
4. Explain non-linear visuals most commonly used in content texts
4.1 Transcode orally and in writing the information presented in
diagrams, charts, table, graphs, etc.
4.2 Use illustrations to activate background knowledge and to get a
pictorial representation of what is discussed in the text
4.3 Give the meaning of signs and symbols used (e.g. road sign,
prohibited signs, etc.) and evaluate their effectiveness
4.4 Locate places and follow directions using a map
4.5 Transcode information in linear texts into information maps
5. Conduct a covert dialogue with the writer as a basis for predictions and
formulating hypothesis about a text
5.1 Interact with the writer by responding to statements made in the
text and using this as basis for predictions and formulating
hypothesis
5.2 Formulate and modify hypothesis based on information given in the
text
5.3 Distinguish fact from opinion, fantasy from reality
5.4 React to assertions made in the text
5.5 Make predictions and anticipate outcomes
6. Make generalizations and significant abstractions from different reading
materials designed for information, pleasure and appreciation
6.1 Show improvement of one’s command of the language as a result
of reading
6.2 Determine the concept or information map embedded in a text
7. Use structural, lexical and contextual devices in deriving the meaning of
unknown words and ambiguous and information-dense discourse
7.1 Identify the sense and reference of words in reading texts for a
better understanding of a selection
7.2 Show recognition of collocations and semantic relationships by
arranging words in clines and clusters
7.3 Single out cohesive markers that signal relationships
Writing
1. Effectively express thoughts and feelings in writing book reports and
correspondence for specific social purposes
1.1 Write personal letters
• friendly
• thank you
• excuse
• congratulatory
• condolence
1.2 Make diary entries of significant events
1.3 Write summaries in book reports
2. Give personal information in school forms and write announcements of
school events
2.1 Fill out forms needed for effective functioning in school
• library card
• enrollment/registration forms
• information sheet
• application form
2.2 Write announcements of school events
3. Produce different text types, narrative (diary entries), expository (process
explanation, interviews, etc.) and descriptive (comparison and contrast)
3.1 Write well-constructed paragraphs utilizing the macro-discourse
patterns (PSn) Problem-Solution or (TRI) Topic-Restriction-
Illustration suited to the discourse type
3.2 Use appropriate rhetorical functions and techniques to express
one’s ideas, needs, feelings and attitudes
3.3 Expand ideas in writing using cohesive devices and employing
different rhetorical modes
3.4 Use key idea sentences, support sentences, transition devices and
restatements in texts
4. Present information in graphic and non-linear texts
4.1 Take down notes utilizing information maps
• linear and cyclical flowcharts
• two-level tree diagrams
• three columnar grids
4.2 Use two-step word and phrasal outlines to organize ideas
4.3 Make a write-up of charts and graphs
5. Edit one’s composition following guidelines concerning content, format
and mechanics
6. Acknowledge resources used
6.1 Use quotation marks to enclose direct quotations from resources
6.2 Use expressions like “according to …” to indicate citations made
Literature
1. Discover Philippine literature as a means of having a better understanding
of man and his environment
1.1 Express appreciation of one’s identity and cultural heritage
1.1.1 Show appreciation for worthwhile local traditions and
practices expressed in Philippine literature and the values
they represent
1.2 Show appreciation of literature specifically Philippine literature as a
means of highlighting human rights in varied genres
1.3 Appreciate poetry and the essay expressive of the Filipino identity
and pride as a nation
2. Discover through literature the need to work cooperatively and
responsibility in today’s global village
2.1 Infer motives, attitudes and values of a character from what he
does (action/manner), says and what others say about him
2.2 Anticipate events and outcomes from a series of details or acts
3. Show understanding and appreciation of various literary types/(with
emphasis on Philippine literature) (i.e. legends, fables, myths, folktales)
3.1 Identify the elements of a literary form which distinguishes it from
other literary forms; short story, poem, essay, drama/play
3.1.1 Explain the characteristics of fables, legends, myths,
folktales
3.1.2 Single out events that form the plot of a short story
3.2 Distinguish between the language of science and the language of
literature
4. Determine the conflicts presented in literature (man vs. man, man vs.
himself, man vs. institutions) and the need to resolve those conflicts in a
non-violent way
5. State whether a literary piece affirms, modifies or changes one’s value
system
6. Edit one’s composition following guidelines concerning content, format,
and mechanics
6.1 Identify and explain poetic devices, use of local color, figurative
language and sensory images in literary forms
6.2 Point out the author’s technique for characterization
6.3 Point out and express appreciation for sense image in poems
At the end of the first year, the student shall have developed the following
competencies:
Listening
1. Listen closely to determine what to do and what not to do in
announcements, instructions or directions given orally
1.1 Listen to instructions given in connection with classroom procedure
1.1.1 Note down details in instructions or directions given orally
1.1.2 Carry out instructions given orally
1.2 Explore opportunities offered for speedy and economical access to
information by listening to broadcasts and weather bulletins
1.2.1 Distinguish what to do and what not to do in emergency
situations (fire, earthquake, etc.)
1.2.2 Listen closely to instructions and cautions pointed out
1.2.3 Listen for specific details and warnings in weather bulletins
2. Determine the content and feeling levels of utterances
2.1 Identify the speech event, interlocutors and objective of the speaker
2.2 Note the use of intonation to express feelings
2.3 Identify attitudes and feelings signaled by prosodic features (e.g.
intonation and stress)
3. Adjust listening strategies (marginal, selective, attentive, critical) in relation
to the main purposes of listening, one’s familiarity with the topic and level
of difficulty of a text describing a process and narrating longer stories
3.1 Determine the type of listening suited to a given text
3.1.1 Use TQLR (Tune in-Question-Listen-Respond) as a strategy
to make sense of listening texts
3.1.2 Employ selective strategies to find out answers to questions
raised in a listening text
3.2 Listen to informative texts specifically descriptions of processes
3.2.1 Listen to determine steps in a process
3.2.2 Transcode descriptions of a process using flowcharts
3.2.3 Listen to explanations of specific processes noting causeeffect
relationships
13
3.3 Listen to narratives
3.3.1 Infer links and connections between ideas
3.3.2 Determine the information map suited to the type of narrative
listened to
3.4 Listen to issues pertaining to the home and the family
3.4.1 Listen to class discussions on home and the family
3.4.2 Identify the place and the person speaking
3.4.3 Identify the stand of the speaker based on explicit
statements made
4. Get information from rapid speech
4.1 Listen to process speech including pauses, errors, corrections
4.1.1 Get information from rapid and “distorted” speech
4.1.2 Restate a commentary on a basketball game
4.2 Make sense of broadcasts and telecasts
4.2.1 Listen to get information on current events and issues aired
over the radio and television
5. Express appreciation for entertaining texts (anecdotes, jokes, fables, tales
in sharing sessions)
5.1 Listen to simple narratives to develop appreciative listening skills
5.1.1 Point out the (situation-problem-attempted solution-result)
discourse pattern in tales
5.1.2 Point out the distinctive features of tales, anecdotes, fables,
etc. listened to
5.1.3 Identify cause-effect relationships in anecdotes and tales
5.2 Single out the punch lines in jokes
Speaking
1. Speak in clear correct English appropriate to situations and adjust rate,
volume, and choice of register to suit the audience
1.1 Observe correct pronunciation of critical vowel and consonant
sounds
1.2 Use correct pronunciation, intonation and stress patterns, pausing,
and blending
2. Give information and express needs, opinions, feelings and attitudes in
explicit terms
2.1 Give short talks to entertain
2.2 Give and convey information obtained over the telephone and from
radio broadcasts
2.3 Use visual aids (e.g. graphs, charts, etc.) when conveying
information on topics dealing with science and mathematics
14
3. Use English when offering things to classmates and teachers, and identify
the functions of utterances taking into account the context of the situation
(seeking information, giving directions, expressing approval/disapproval,
etc.)
3.1 Use gambits when offering things to classmates, teachers, etc.
3.1.1 Respond to offers made (accept, turn-down or negotiate
changes in offers made)
3.2 Give clear commands, requests and directions to get things done
3.2.1 Give instructions, prohibitions, warnings
4. Ask and answer different types of questions (yes-no, wh- questions, core
and follow-up) using the basic sentence structures and sound patterns of
English
5. Arrive at a consensus by citing proof statements
5.1 React to information shared in small group discussions
5.2 Agree/disagree with assertions and observations made in radio
broadcasts and when sharing experiences on topics dealing with
Science and Mathematics
6. Observe social and linguistic conventions in oral transactional discourse
(e.g. interview, asking, and giving directions, etc.)
6.1 Interview classmates to get to know them better
6.2 Use communication strategies (e.g. paraphrase and translation) to
make up for inadequacies in the language
6.3 Ask and give directions and instructions on specific processes
Reading
1. Get information from the different parts of a book, current information from
newspapers and data from general references in the library
1.1 Use the card catalogue to locate reference materials in the library
1.2 Use locational skills to derive data from general sources of
information: encyclopedia, dictionary
1.3 Get information from the different parts of a book
1.4 Get current information from newspapers
2. Use different reading styles to suit the text and one’s purpose for reading
2.1 Scan for specific information
2.2 Skim rapidly for major ideas using headings as guide
2.3 Read closely to find answers to specific questions, note sequence
of events, etc.
3. Use ideas and information gained from previous readings and personal
experiences to better understand a text
15
3.1 Use background knowledge or schema as basis for conjectures
and hypothesis made while reading a text
3.2 Recall ideas from previous readings to better understand a given
text
4. Explain non-linear visuals most commonly used in content texts
4.1 Transcode orally and in writing the information presented in
diagrams, charts, table, graphs, etc.
4.2 Use illustrations to activate background knowledge and to get a
pictorial representation of what is discussed in the text
4.3 Give the meaning of signs and symbols used (e.g. road sign,
prohibited signs, etc.) and evaluate their effectiveness
4.4 Locate places and follow directions using a map
4.5 Transcode information in linear texts into information maps
5. Conduct a covert dialogue with the writer as a basis for predictions and
formulating hypothesis about a text
5.1 Interact with the writer by responding to statements made in the
text and using this as basis for predictions and formulating
hypothesis
5.2 Formulate and modify hypothesis based on information given in the
text
5.3 Distinguish fact from opinion, fantasy from reality
5.4 React to assertions made in the text
5.5 Make predictions and anticipate outcomes
6. Make generalizations and significant abstractions from different reading
materials designed for information, pleasure and appreciation
6.1 Show improvement of one’s command of the language as a result
of reading
6.2 Determine the concept or information map embedded in a text
7. Use structural, lexical and contextual devices in deriving the meaning of
unknown words and ambiguous and information-dense discourse
7.1 Identify the sense and reference of words in reading texts for a
better understanding of a selection
7.2 Show recognition of collocations and semantic relationships by
arranging words in clines and clusters
7.3 Single out cohesive markers that signal relationships
Writing
1. Effectively express thoughts and feelings in writing book reports and
correspondence for specific social purposes
1.1 Write personal letters
• friendly
• thank you
• excuse
• congratulatory
• condolence
1.2 Make diary entries of significant events
1.3 Write summaries in book reports
2. Give personal information in school forms and write announcements of
school events
2.1 Fill out forms needed for effective functioning in school
• library card
• enrollment/registration forms
• information sheet
• application form
2.2 Write announcements of school events
3. Produce different text types, narrative (diary entries), expository (process
explanation, interviews, etc.) and descriptive (comparison and contrast)
3.1 Write well-constructed paragraphs utilizing the macro-discourse
patterns (PSn) Problem-Solution or (TRI) Topic-Restriction-
Illustration suited to the discourse type
3.2 Use appropriate rhetorical functions and techniques to express
one’s ideas, needs, feelings and attitudes
3.3 Expand ideas in writing using cohesive devices and employing
different rhetorical modes
3.4 Use key idea sentences, support sentences, transition devices and
restatements in texts
4. Present information in graphic and non-linear texts
4.1 Take down notes utilizing information maps
• linear and cyclical flowcharts
• two-level tree diagrams
• three columnar grids
4.2 Use two-step word and phrasal outlines to organize ideas
4.3 Make a write-up of charts and graphs
5. Edit one’s composition following guidelines concerning content, format
and mechanics
6. Acknowledge resources used
6.1 Use quotation marks to enclose direct quotations from resources
6.2 Use expressions like “according to …” to indicate citations made
Literature
1. Discover Philippine literature as a means of having a better understanding
of man and his environment
1.1 Express appreciation of one’s identity and cultural heritage
1.1.1 Show appreciation for worthwhile local traditions and
practices expressed in Philippine literature and the values
they represent
1.2 Show appreciation of literature specifically Philippine literature as a
means of highlighting human rights in varied genres
1.3 Appreciate poetry and the essay expressive of the Filipino identity
and pride as a nation
2. Discover through literature the need to work cooperatively and
responsibility in today’s global village
2.1 Infer motives, attitudes and values of a character from what he
does (action/manner), says and what others say about him
2.2 Anticipate events and outcomes from a series of details or acts
3. Show understanding and appreciation of various literary types/(with
emphasis on Philippine literature) (i.e. legends, fables, myths, folktales)
3.1 Identify the elements of a literary form which distinguishes it from
other literary forms; short story, poem, essay, drama/play
3.1.1 Explain the characteristics of fables, legends, myths,
folktales
3.1.2 Single out events that form the plot of a short story
3.2 Distinguish between the language of science and the language of
literature
4. Determine the conflicts presented in literature (man vs. man, man vs.
himself, man vs. institutions) and the need to resolve those conflicts in a
non-violent way
5. State whether a literary piece affirms, modifies or changes one’s value
system
6. Edit one’s composition following guidelines concerning content, format,
and mechanics
6.1 Identify and explain poetic devices, use of local color, figurative
language and sensory images in literary forms
6.2 Point out the author’s technique for characterization
6.3 Point out and express appreciation for sense image in poems
2002 Basic Education Curriculum Secondary Level
DESCRIPTION
The secondary English language curriculum for 2002 seeks to develop
citizenship and to address the communication needs (i.e. interpersonal, informative and
aesthetic) of Filipino students for English, which is emerging as the international lingua
franca. In line with developments in applied linguistics and pedagogy, and in
consonance with the government thrusts and globalization, this emerging English
curriculum adopts a communicative-interactive collaborative approach to learning
as well as reflection and introspection with the aim in view of developing autonomous
language learners aware of and able to cope with global trends.
Theoretical Framework
Underlying the curriculum as its theoretical framework is the prevailing theory of
language, theory of language acquisition and current pedagogical thrusts enriched
by other inputs to the curriculum such as global trends and the concomitant
requirements for global citizenship.
Where the theory of language is concerned, language is viewed as a means of
communication in the real world. Hence, the goal is to develop the four competencieslinguistic,
sociolinguistic, discoursal and strategic with emphasis on cognitive
academic language proficiency based on the students’ need for the language.
Both aforementioned theories of language and of language acquisition are in
keeping with the prevailing pedagogical emphasis on constructivism which is learnercentered
and which underscores reflection and collaboration to develop autonomy.
Through the years, government thrusts have served as an additional input to the
curriculum. In the emerging secondary education English curriculum, however, other
additional inputs have to be considered in consonance with paradigm shifts that have
taken place. These additional inputs mark the difference between this curriculum and
what preceded it.
• The advent of the information age necessitates computer literacy over and
above functional literacy
• Globalization and what it entails calls for a scrutiny of global trends and
the concomitant requirements of global citizenship
• Content-Based Instruction (CBI) underscores the need to develop
higher order thinking skills which enables one to acquire academic as well
as communicative competence
• The focus on developing learner autonomy has resulted in strategy
training in addition to skills development.
The schematic diagram, which follows, shows the inputs and outputs of the
emerging secondary English curriculum.
As indicated in the diagram, the prevailing theory of language, language
acquisition and pedagogical thrusts provide the theoretical basis for the curriculum. The
boxes on the sides of the figure give other inputs to the curriculum and the boxes on the
top show what the expected outputs are.
The English language curriculum provides for the development of language and
language-related skills in a meaningful purposeful and interesting manner. This is
attained through the adoption of an integrated approach in the teaching of language.
Central to the framework of this curriculum is the need for language learning that
is contextualized, interactive and integrated. This is achieved through the use of
themes covering a wide range of topics to cater to the varied interests and maturity
levels of students as they progress through their school years.
Each of the themes, explored through meaningful tasks and activities, provides
the context in which grammar and other language and language related skills are taught
and learned. Themes also provide the means for the integration of the various
language components. This integration makes language more purposeful, meaningful
and thus more motivating for the students.
The secondary English language curriculum for 2002 seeks to develop
citizenship and to address the communication needs (i.e. interpersonal, informative and
aesthetic) of Filipino students for English, which is emerging as the international lingua
franca. In line with developments in applied linguistics and pedagogy, and in
consonance with the government thrusts and globalization, this emerging English
curriculum adopts a communicative-interactive collaborative approach to learning
as well as reflection and introspection with the aim in view of developing autonomous
language learners aware of and able to cope with global trends.
Theoretical Framework
Underlying the curriculum as its theoretical framework is the prevailing theory of
language, theory of language acquisition and current pedagogical thrusts enriched
by other inputs to the curriculum such as global trends and the concomitant
requirements for global citizenship.
Where the theory of language is concerned, language is viewed as a means of
communication in the real world. Hence, the goal is to develop the four competencieslinguistic,
sociolinguistic, discoursal and strategic with emphasis on cognitive
academic language proficiency based on the students’ need for the language.
Both aforementioned theories of language and of language acquisition are in
keeping with the prevailing pedagogical emphasis on constructivism which is learnercentered
and which underscores reflection and collaboration to develop autonomy.
Through the years, government thrusts have served as an additional input to the
curriculum. In the emerging secondary education English curriculum, however, other
additional inputs have to be considered in consonance with paradigm shifts that have
taken place. These additional inputs mark the difference between this curriculum and
what preceded it.
• The advent of the information age necessitates computer literacy over and
above functional literacy
• Globalization and what it entails calls for a scrutiny of global trends and
the concomitant requirements of global citizenship
• Content-Based Instruction (CBI) underscores the need to develop
higher order thinking skills which enables one to acquire academic as well
as communicative competence
• The focus on developing learner autonomy has resulted in strategy
training in addition to skills development.
The schematic diagram, which follows, shows the inputs and outputs of the
emerging secondary English curriculum.
As indicated in the diagram, the prevailing theory of language, language
acquisition and pedagogical thrusts provide the theoretical basis for the curriculum. The
boxes on the sides of the figure give other inputs to the curriculum and the boxes on the
top show what the expected outputs are.
∗Communication goals
∗Information exchange
∗Affective expression
∗Higher order thinking skills
∗Macro-language skills
∗Competencies (communicative
and academic)
∗Focus on Education
(Government thrust)
∗Global trends
∗Global
citizenship
∗Pillars of learning
Theoretical Basis
Theory of language
Theory of language
acquisition
Current pedagogical thrusts
∗Information exchange
∗Affective expression
∗Higher order thinking skills
∗Macro-language skills
∗Competencies (communicative
and academic)
∗Focus on Education
(Government thrust)
∗Global trends
∗Global
citizenship
∗Pillars of learning
Theoretical Basis
Theory of language
Theory of language
acquisition
Current pedagogical thrusts
The English language curriculum provides for the development of language and
language-related skills in a meaningful purposeful and interesting manner. This is
attained through the adoption of an integrated approach in the teaching of language.
Central to the framework of this curriculum is the need for language learning that
is contextualized, interactive and integrated. This is achieved through the use of
themes covering a wide range of topics to cater to the varied interests and maturity
levels of students as they progress through their school years.
Each of the themes, explored through meaningful tasks and activities, provides
the context in which grammar and other language and language related skills are taught
and learned. Themes also provide the means for the integration of the various
language components. This integration makes language more purposeful, meaningful
and thus more motivating for the students.
Thursday, May 3, 2012
PRC Releases Teacher Exams Results
The Professional Regulation Commission (PRC) and the Board for Professional Teachers (BPT) yesterday announced that 13,925 elementary teachers out of 32,798 examinees (42.46 percent), 56 Accelerated Teacher Education Program (ATEP) graduates out of 305 examinees (18.36 percent) and 7,149 secondary teachers out of 28,764 examinees (24.85 percent) successfully passed the Licensure Examination for Teachers (LET) given on March 11, 2012 in 12 testing centers nationwide.
On the Board For Professional Teachers are Dr. Faith M. Bachiller, Chairman; Dr. Reynaldo T. Peña and Dr. Jesus L. Nieves, Members.
Successful examinees who gar¬nered the 10 highest places in the March 2012 Licensure Examination for Teachers are:
Elementary Level:
1. Richie Carla Almagro Vesagas, University of the Philippines-Diliman, 87.40; 2. Sherryl Lyn Pulido Ecobisag, University of the Philippines-Diliman, 87.00; 3. Maria Carmela Francisco Diaz, University of the Cordilleras (For.Baguio C.F.), 86.80; 4. Charmaine Isobel Garcia Maquinto, Centro Escolar University-Manila, 86.20; 5. Ana Mae Fantonial Villamor, University of the Visayas-Cebu City, 85.80; 6. Paul Marie Sicuando Dangan, West Visayas State University-La Paz, 85.60; 7. Romielene Grace Barotil Capuno, Northern Iloilo Polytechnic State College-Barotac, 85.40; Eilleen Keith Alfaro Sale, University of the Philippines-Diliman, 85.40; Diana Rose Bucar Zamoras, Talisay City College, 85.40; 8. Gengen Giolen Pa¬dillo, Cebu Institute of Technology, 85.00; Reysalyn Cula Pelin, Santo Rosario Sapang Palay College, 85.00; 9. Honey Gay Acosta Dichosa, Holy Cross of Davao College, 84.80; Emery Lei Suerte Felipe Sicangco, Uni¬versity of the Philippines-Diliman, 84.80; Vanessa Marie Apostol Si¬mon, University of the Philippines-Diliman, 84.80; Vianney Jane Cano Uganap, University of Mindanao-Davao City, 84.80; 10. Sharmine Mae Domingo Bitaña, University of the Philippines-Diliman, 84.60; Jean Cruz Mangurali, University of the Philippines-Diliman, 84.60; Jan Frelyn Ocso Paalisbo, University of Cebu, 84.60; Michelle Angeli Agutaya Sto Domingo, University of the East-Manila, 84.60; Ivy Sena Yasis, University of the Philippines-Diliman, 84.60
Secondary Level:
1. Alexis Coronacion Villaflor, University of the Philippines-Diliman, 87.60; 2. Jeffrey Delposo Magtibay, University of the Philippines-Los Baños, 87.40; Marie Joe Pesebre Pagaduan, University of the Philippines-Diliman, 87.40; 3. Barry John Ortonio Belen, Uni¬versity of Saint La Salle, 86.60; 4. Raymund Bataga Quiambao, Uni¬versity of the Philippines-Diliman, 86.00; Rogelio Dela Cerna Rondina Jr., Cebu Normal University (Cebu State College), 86.00; Paul Ryan Maranan Villanueva, Central Luzon State University, 86.00; 5. Marchelle Marasigan Sinangote, San Pedro College-Davao City, 85.80; 6. Angela Louise Juarez Custodio, De La Salle University-Manila, 85.60; Jhen Louie Bandiola Dignos, Cebu Normal Uni¬versity (Cebu State College), 85.60; John Isaac Guinto Enriquez, Patts College of Aeronautics, 85.60; 7. Don Gerrick Domingo Galinato, Uni¬versity of the Philippines-Diliman, 85.40; Philip Louis Go Pua, Arellano University-Manila, 85.40; 8. Saldio Jesus Santiago Amador , University of the Philippines-Diliman, 85.20; Mansueta Paned Mambiar, Univer¬sity of the Philippines-Manila, 85.20; John Raymond Palacpac Pingol, University of the Philippines-Dili¬man, 85.20; Simoun Victor Del Cas¬tillo Redoblado, University of the Philippines-Diliman, 85.20; 9. Editha Sugpatan Abangan, University of the Philippines-Diliman, 85.00; Joanne Ramirez Casanova, De La Salle University-Manila, 85.00; Loraine Suyu Tattao, Saint Paul University-Tuguegarao, 85.00; 10. Marisol Mazo Barnachea, Saint Louis University, 84.80; Reah Enad Llanto, Mater Dei College-Bohol, 84.80; Dave Arjie Dela Cruz Manandeg, Pangasinan State University-Bayambang, 84.80 Joanne Areniabo Mejia, University of the Philippines-Diliman, 84.80; Roxanne Patiga Suarez, University of the Philippines-Visayas-Cebu City, 84.80; Owen Abila Verga, University of the Philippines-Diliman, 84.80.
ph.news.yahaoo.com/prc-releases-teacher-exams-results-110329774.html
On the Board For Professional Teachers are Dr. Faith M. Bachiller, Chairman; Dr. Reynaldo T. Peña and Dr. Jesus L. Nieves, Members.
Successful examinees who gar¬nered the 10 highest places in the March 2012 Licensure Examination for Teachers are:
Elementary Level:
1. Richie Carla Almagro Vesagas, University of the Philippines-Diliman, 87.40; 2. Sherryl Lyn Pulido Ecobisag, University of the Philippines-Diliman, 87.00; 3. Maria Carmela Francisco Diaz, University of the Cordilleras (For.Baguio C.F.), 86.80; 4. Charmaine Isobel Garcia Maquinto, Centro Escolar University-Manila, 86.20; 5. Ana Mae Fantonial Villamor, University of the Visayas-Cebu City, 85.80; 6. Paul Marie Sicuando Dangan, West Visayas State University-La Paz, 85.60; 7. Romielene Grace Barotil Capuno, Northern Iloilo Polytechnic State College-Barotac, 85.40; Eilleen Keith Alfaro Sale, University of the Philippines-Diliman, 85.40; Diana Rose Bucar Zamoras, Talisay City College, 85.40; 8. Gengen Giolen Pa¬dillo, Cebu Institute of Technology, 85.00; Reysalyn Cula Pelin, Santo Rosario Sapang Palay College, 85.00; 9. Honey Gay Acosta Dichosa, Holy Cross of Davao College, 84.80; Emery Lei Suerte Felipe Sicangco, Uni¬versity of the Philippines-Diliman, 84.80; Vanessa Marie Apostol Si¬mon, University of the Philippines-Diliman, 84.80; Vianney Jane Cano Uganap, University of Mindanao-Davao City, 84.80; 10. Sharmine Mae Domingo Bitaña, University of the Philippines-Diliman, 84.60; Jean Cruz Mangurali, University of the Philippines-Diliman, 84.60; Jan Frelyn Ocso Paalisbo, University of Cebu, 84.60; Michelle Angeli Agutaya Sto Domingo, University of the East-Manila, 84.60; Ivy Sena Yasis, University of the Philippines-Diliman, 84.60
Secondary Level:
1. Alexis Coronacion Villaflor, University of the Philippines-Diliman, 87.60; 2. Jeffrey Delposo Magtibay, University of the Philippines-Los Baños, 87.40; Marie Joe Pesebre Pagaduan, University of the Philippines-Diliman, 87.40; 3. Barry John Ortonio Belen, Uni¬versity of Saint La Salle, 86.60; 4. Raymund Bataga Quiambao, Uni¬versity of the Philippines-Diliman, 86.00; Rogelio Dela Cerna Rondina Jr., Cebu Normal University (Cebu State College), 86.00; Paul Ryan Maranan Villanueva, Central Luzon State University, 86.00; 5. Marchelle Marasigan Sinangote, San Pedro College-Davao City, 85.80; 6. Angela Louise Juarez Custodio, De La Salle University-Manila, 85.60; Jhen Louie Bandiola Dignos, Cebu Normal Uni¬versity (Cebu State College), 85.60; John Isaac Guinto Enriquez, Patts College of Aeronautics, 85.60; 7. Don Gerrick Domingo Galinato, Uni¬versity of the Philippines-Diliman, 85.40; Philip Louis Go Pua, Arellano University-Manila, 85.40; 8. Saldio Jesus Santiago Amador , University of the Philippines-Diliman, 85.20; Mansueta Paned Mambiar, Univer¬sity of the Philippines-Manila, 85.20; John Raymond Palacpac Pingol, University of the Philippines-Dili¬man, 85.20; Simoun Victor Del Cas¬tillo Redoblado, University of the Philippines-Diliman, 85.20; 9. Editha Sugpatan Abangan, University of the Philippines-Diliman, 85.00; Joanne Ramirez Casanova, De La Salle University-Manila, 85.00; Loraine Suyu Tattao, Saint Paul University-Tuguegarao, 85.00; 10. Marisol Mazo Barnachea, Saint Louis University, 84.80; Reah Enad Llanto, Mater Dei College-Bohol, 84.80; Dave Arjie Dela Cruz Manandeg, Pangasinan State University-Bayambang, 84.80 Joanne Areniabo Mejia, University of the Philippines-Diliman, 84.80; Roxanne Patiga Suarez, University of the Philippines-Visayas-Cebu City, 84.80; Owen Abila Verga, University of the Philippines-Diliman, 84.80.
ph.news.yahaoo.com/prc-releases-teacher-exams-results-110329774.html
Wednesday, April 11, 2012
Why Ferdinand Marcos is my PRESIDENT?
Ang tanging presidente ng Pilipinas na nagpaangat ng ekonomiya. Panahon niya nung naging 2nd richest asian country in the world.
Golden-Age yun, dahil maging ang mga Pilipino ay madisiplina, at napakataas ng tourism rate natin dahil naging in-demand ang pagpasok sa Pilipinas noon lalo na't simula nung naghost tayo ng Miss Universe, tayo daw ang kauna-unahang naghost ng MU na nagpagawa pa talaga ng sariling building para roon.
Si Ferdinand Marcos rin ang nagintroduce ng mga sky-ways, malilinis na kalsada, LRT, and trains na ngayon ay napaglulumaan na at napapabayaan.
Pero sa panahong ring 'yon nung magsimulang lumaki ang utang ng Pilipinas, ito ay dahil sa kanyang asawang si Imelda Marcos.
Malaki ang respeto ng ibang bansa, maski ang United States sa kanya, sa pagiging napakagaling na leader.
Diktador nga siya kung tawagin ng ilang mga Pilipino, pero ang lahat ng iyon ay maganda naman ang naging kinalabasan.
Siya ang nagpatupad ng LAND REFORM ACT, o para sa mga magsasaka na mahigit sampung taon na nagaani ng lupa ay magiging sa kanila na ang lupang iyon.
Mayaman din sa agrikultura ang Pilipinas sa panahong iyon, tayo ang iniaankatan ng bigas at ng iba pang prutas.
Maraming trabaho noon sa Pilipinas at may kontrol sa populasyon.
Sa kabila ng paguutang ni Imelda Marcos, ay nababayaran naman ito ng gobyerno ng Pilipinas.
Nagsimula namang lumubog ang ekonomiya ng Pilipinas simula nung administrasyon ni Cory Aquino. Hindi na nabayaran ang utang ng bansa at lumaki ang pinsala ng COUP D' TAT
Sunday, February 26, 2012
Thursday, February 23, 2012
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