LEARNING COMPETENCIES IN INTERACTIVE SECONDARY ENGLISH LANGUAGE CURRICULUM 2002

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 speakertohighlight 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 ones purpose for listening

3.1 Match the strategy employed with the type of text, the objective of the listener and the level of diffi culty of the text 3.1.1 Demonstrate fl exibility 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 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 specifi c 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 speakers 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.
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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 readers 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 ones speech to situations, circumstances and people addressed 1.1 Use accompanying non-verbal language clues (e.g. gestures) to highlight signifi cant points in extended discourse 2. Use appropriate language, idioms, fi gurative language, analogy to express ones 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 ones feelings and attitudes 3. Employ alternative ways of expressing speech acts and functions 4. Arrive at a consensus by resorting to varied strategies, assessment, negotiation and accommodation
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4.1 Analyze and react critically to ideas presented in speeches, news reports, discussed, etc. 4.2 Indicate affi rmation 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 conversation strategies in face-to-face extended oral interactions 5.1 Interview business and educational establishments to determine their policies and social orientation 5.2 Use verbal and non-verbal communication strategies to forestall and repair communication breakdown 6. Analyze and react critically to ideas presented in speeches, news reports, discussions, etc. READING 1. Derive information from various text types (journalistic, literary, scientifi c, practical, technical, etc.) and sources using the card catalogue, vertical fi le index, microfi che, CDROM, Internet, etc. 1.1 Use locational skills to gather and synthesize information from general and fi rst hand sources of information 1.2 Get information from websites through the Internet 1.3 Distinguish between primary and secondary sources of information 1.4 Extract accurately the required information from sources read and reject irrelevant information 2. Adjust and vary reading speed and style to suit the text, ones background knowledge and
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purpose in reading, and the constraints of the material read 2.1 Employ different processing approaches (discourse analysis, genre analysis, SQ3R, P2RST) best suited to a given text 2.2 Scan for specifi c meanings and information 3. Demonstrate the ability to use previous experiences as a scaffold for processing information in a given text 3.1 Test new insights against previous learnings 3.2 Synthesize previous learnings with new insights 3.3 Note the effectiveness of textual aids like advance organizers, titles, subtitles, nonlinear illustrations, etc. in activating background relevant to the selection 4. Explain visual-verbal relationships illustrated in tables, graphs, information maps commonly used in context area texts 4.1 Transcode information from linear to non-linear texts and vice-versa 4.2 Explain illustrations and schematic diagrams in Science and Technology texts 5. Show familiarity with the argumentation and rhetorical conventions of a discipline 5.1 Note the functions of statement as they unfold 5.2 Consider the data that might disconfi rm hypothesis 5.3 Examine opinions for bias 5.4 Determine the validity and adequacy of proof statements to support assertions 5.5 React critically to the devices employed by a writer to achieve his purpose 5.6 React to assertions and proof statements made in a text and how they are presented 6. Show discrimination in the choice of reading materials designed to give information and
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pleasure and to develop appreciation for reading 6.1 Utilize reading as a means of improving ones language skills 7. Develop strategies for coping with unknown words and ambiguous sentence structures and discourse 7.1 Identify the derivation of words 7.2 Defi ne words from context and through word analysis (prefi x, roots, suffi xes) 7.3 Use collocations of diffi cult words as aids in unlocking vocabulary 7.4 Arrive at the meaning of structurally complex and ambiguous sentences by kernel sentences as from modifi cation structures and expansions WRITING 1. Organize ones thoughts and adopt then appropriate writing style in letters, resumes, critiques, etc. with the addresses-audience in mind 1.1 Write letters of application (job and/or admission to a university) and the accompanying documents (e.g. resume) 1.2 Use the interactional and transactional functions of language in letters of appeal, inquiry, etc. 1.3 Put down in writing in journal entries refl ections and insights resulting from growth-in-personhood experiences 1.4 Write a research paper on a global issue 1.4.1 Analyze, choose and synthesize information from varied resources 1.4.2 Employ varied strategies (condensing, deleting, combining, embedding) when summarizing materials read 2. Fill out application forms (school, job, bank, etc.) and write project proposals 2.1 Prepare school project proposals, on-going project evaluation and end-of-theproject reports
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3. Produce different text types and sub-types (e.g. descriptions, essays, critique, reviews) 3.1 Organize information in texts bearing in the mind the overall macro-discourse pattern and generic structure suited to the objective of the written discourse 3.2 Utilize alternative forms that may be used with the different rhetorical functions and techniques (e.g. varied types of defi nitions; different micro-discourse signals for cause-effect) 3.3 Expand ideas in well-constructed paragraphs observing cohesion, coherence and the appropriate modes of paragraph development 4. Transcode information from linear to non-linear texts and vice-versa 4.1 Employ concept mapping (circle, bubble, bridge, linear, etc.) as aids in taking down notes and organizing ideas 4.2 Use outlines to sum up ideas taken from or to be expanded into texts 4.3 Use non-linear text outlines and notes as aids in the preparation of a research paper 4.4 Make a write-up of the visuals used in texts (visual-verbal relationship) 5. Give and respond to feedback on ones paper in the revision process 6. Show respect for intellectual property rights by acknowledging citations made in reports and research quotation marks or hanging indentions for direct quotes internal footnoting bibliographic entries of text cited from books and periodicals LITERATURE 1. Show appreciation for the signifi cant human experiences expressed in various types of literary genres in world literature
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1.1 Identify the values refl ected in various text types in world literature 1.2 Show value and respect for diversity evident in world literature 1.3 Point out how writers build a system of values through their selection of words and details and the way they shape reality 2. Express the belief that people can make a difference as highlighted in literature 2.1 Abstract from literary works how local and global are inter-connected in our daily lives 2.2 Respond to the idea of cultural imperialism in the global scenarios presented in literature 2.3 Stress the universality of generosity and service to others as refl ected in world literature 3. Show the difference in the generic structure of various literary types across cultures: for narratives, drama, essays, etc. 3.1 Differentiate between journalistic literary, scientifi c texts where situations and text structures are concerned 3.2 Point out the interdependence of plot, setting and characterization in narratives to achieve the authors purpose 3.2.1 Note the time line in narratives: historical, fl ashback, juxtaposition 3.2.2 Describe the various types of confl ict evident in the selection 3.2.3 Deduce the themes from narratives 3.3 Determine the information map used by an essayist in his essay 3.3.1 Determine the rhetorical functions and techniques used in essays

3.4 Pick out the elements that distinguish drama as a literary form and explain dramatic devices 4. Show a keener sense of value for what is worthwhile through exposure to literature 4.1 Discriminate between positive and negative values 4.2 Indicate commitment to social justice and equality as portrayed in world literature 4.3 Show concern for the environment for sustainable development 5. Discuss and react to the literary techniques and styles (e.g. choice of symbols, imagery, juxtaposition) adapted by an author to achieve his purpose 5.1 Single out imagery and poetic devices (e.g. fi gurative language, rhyme, etc.) used for unity of effect and express appreciation for its use 5.2 Identify fl ashback, foreshadowing, juxtaposition and their contribution to the text structure