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
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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
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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
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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.)
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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
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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
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