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
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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
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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
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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
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