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
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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)
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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
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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
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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
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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
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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
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