ENGLISH II

LISTENING
1. Employ varied listening strategies (marginal, selective, attentive, critical) to suit the
listening text and task.
1.1 Employ projective listening strategies (e.g. making predictions, noting the dramatic
effect of sudden twists, etc.) when listening to longer stories
1.2 Listen to determine the conflicting information aired over the radio and television
1.3 Listen for clues to determine pictorial representations of what is talked about in a
listening text
1.4 Determine if the speaker is neutral, for or against an issue pertaining to the
community
2. Determine the person addresse4d in an informative talk, the objective of the speaker
and his attitude on the issues
2.1 Note clues and links to show the speakers stand and assumptions
2.2 Listen for clues and links to show the speakers trend of thought
3 Identify prosodic features: stress, intonation and pausing, serving as carriers of meaning
that may aid or interfere in the delivery of the message in stories and informative texts
3.1 Identify the changes in meaning signaled by stress, intonation and juncture
3.2 Listen for points the speaker emphasizes as important signaled by contrastive
sentence stress
4 Process speech delivered at different rates by making inferences from what was said
4.1 Use syntactic texical and context 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
5 Express appreciations 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 Deliver a short, informative talk using appropriate registers to suit the intended
audience, and variation to intonation and stress for emphasis and contrast
1.1 Express feelings and attitudes by utilizing contrastive stress and variations of tone and
tempo
1.2 Use stress , intonation and juncture to signal changes in meaning
2 Ask for and give information and express needs, opinions , feelings, and attitudes
explicitly and implicitly in informative talk
2.1 distinguish between informative and rhetorical questions, core and follow-up
questions
2.2 Use the telephone to make inquiries
2.3 Give information obtained from mass media :newspapers, radio, television
2.4 Highlight important points in an informative talk using audio-visual aids
3 Use appropriate turn-taking strategies (topic nominations, topic development, topic
shift,
turn-getting, etc.) in extended conversation
3.1 Interview to get opinions about certain issues
3.1.1 Respond orally to the ideas and needs expressed in face-to-face interviews in
accordance with the intended meaning of the speaker

3.2 Use communication strategies (e.g. paraphrase, translations, and circumlocution) to

repair breakdown in communication
3.3 Give instructional information and constrains
3.4 Infer the function of utterances and respond accordingly taking into account the
context of the situation and the tone used
4. Arrive at a consensus on issues by assessing statement made
4.1 Agree / disagree with statements, observations, and responses made when discussing
issues
READING
1. Gather data using library resources consisting of general references: atlas, periodical
index, and periodicals to locate information.
1.1 Use periodical index to locate information in periodicals.
1.2 Gather data using the general references: encyclopedia, dictionary.
1.3 Get and assess current information from newspaper and other print media.
2. Adjust reading speed based on ones purpose reading and the type for the materials
read.
2.1 Scan rapidly for sequence signals or connectors as basis for determining the rhetorical
organization of texts.
2.3 Skim to determine the authors key ideas and purpose by answering questions raised
after surveying the text.
2.4 Read closely to select appropriate details from a selection for specific purposes.
3. Interpret textual relationships using non-linear forms and graphics
3.1 Interpret orally information presented in tables, charts, graphs, etc.
3.2 Illustrate understanding of thought relationships in a given text using the appropriate
chart (flow chart, tree diagram or grid).
3.3 Organize information obtained from a text into a concept map .
4. Activate background knowledge to better understand a text.
4.1 Relate ideas from previous readings to a given text.
4.2 Use advance organizers, illustrations, comprehension questions, titles, etc. to better
understand a text.
5. Utilize varied reading strategies (covert dialogue with the writer and the sectional
approach) to process information in a text.
5.1 Identify propaganda strategies used in advertisements and consider these in
formulating hypothesis.
5.2 Distinguish between facts and opinions
5.2.1 Note expressions that signals opinions (e.g. seems, as I see it)
5.3 Note the function of statements made as the text unfolds and use it as basis for
predicting what is to follow
5.4 Express emotional reactions to what was asserted expressed in a text
6. Abstract information from the different text types by noting explicit and implicit
signals used by
The writer
6.1 Read different text types for information, pleasure and appreciation

7. Develop strategies to make sense of unfamiliar words, ambiguous sentence structures,

and information dense discourse
7.1 Differentiate between shades of meaning by arranging words in cline
7.2 Guess the meaning of idiomatic expressions by noting keywords in expressions,
context clues, collocations, clusters, etc.
7.3 Get the meaning of complex sentence structures by deleting expansions to come up
with the kernel sentence

WRITING
1. Accomplish forms and prepare notices
1.1 Write the information asked for informs 9 school, evaluation, survey, bank, bill,
telecom, order, slip, etc.)
1.2 Write notices (e.g., posters, slogan, advertisements) for school drives
2. Use non-linear texts and outlines to show relationships between ideas
2.1 Transpose ideas from texts to concept maps
2.2 Make a write-up of ideas presented in concept maps
2.3 Use three-step word, phrasal and sentence outlines to organize ideas
3. Communicate thoughts and feelings in write-ups of summary results, notes, etc. using
appropriate styles (formal and non-formal)
3.1 Write well constructed texts employing alternative forms of the overall macro
discourse patterns: P-Sn (situation, Problem, Attempted Solution Result-Evaluation) and
TRI (Topic-Restriction, Topic-Illustration, and Topic Restriction-Illustration)
3.2 Use appropriate modes of Development to express ones ideas, needs, feelings and
attitudes
3.3 Use a variety of cohesive devices to make the flow of through from one sentence to
another smooth and effortless
4. Do peer editing using a set of criteria
4.1 Draw up a set of criteria for self and peer editing of written output
5. Acknowledge citations by indicating in a bibliography sources used
5.1 Observe correct format in bibliographical entries
6. Communicate thoughts, feelings, and ones needs in letters, journal entries, book
reviews, interviews, and write-ups, etc. using appropriate styles (formal and informal)
6.1 Employ the interaction functions of language in pen-pal letters of invitation, and
yes and no letters
6.2 Write reflections on learning experiences in diary and journal entries

6.3 Summarize books read (book review) or movies seen (movie reviews)
6.4 Write reactions to books read (book reviews) or movies seen (movie reviews)
6.5 Prepare interview guides
6.6 Makes a write-up of an interview

LITERATURE
1. Demonstrate understanding and appreciation of the different genres with emphasis on
types contributed by Afro-Asian countries (i.e. haiku, tanka, etc.)
1.1 Distinguish between the language of science and the language of literature
1.2 Select a appropriate details from an essay (i.e. contrast, illustration, etc.) used by an
author to attain his objective (to persuade, to inform, to call attention, to entertain, etc.)
1.2.1 Determine the author tone and purpose for writing the essay
1.3 Point out the elements of plays and playlists
1.4 Point out how the choice of title, space allotment, and imagery, choice of words,
figurative language, etc. contribute to the theme
1.4.1 Explain figurative language used
1.4.2 Express appreciation of sensory images in literacy forms
1.4.3 Show understanding of the text by paraphrasing passages
2. Discover literature as a means of having a better understanding of human being and the
forces they have with.
2.1 Discover through literature the links between mans and his environment and the need
of the former to protect the latter
2.2 Demonstrate the heightened sensitivity to the needs of other for a better
understanding of man
2.3 Discover through literature the links between ones life and the lives of people
throughout the world
2.4 Highlight the need for a more just a equitable distribution of resources
Discover Philippine and Afro Asian literature as a means of expanding experiences and
outlook and enhancing worthwhile universal human values
3.1 express appreciation for worthwhile Asian traditions and values they represent
3.2 Asses the Asian identity as presented in Asian literature and oneself in the life of what
makes one an Asian
3.3 Identify oneself with other people through literature taking note of cultural
differences so as to get to the heart of problems arising from them
ENGLISH III
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 ones beliefs
1.1 take into account the context and situations that gave rise to statements contrary to
ones 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 signated 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 ones 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 reason cited in argumentative texts
3.2.2 determine the logic of argumentative texts
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 discussion
3.3.2 Identify the speakers 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 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 sounds 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 movie.
SPEAKING
1. Give a persuasive talk on an issue adjusting ones rate/ volume of speaking and register
to suit the topic, audience and setting in a communication station.
1.1 Use pausing and a slow rate of speech to signal important points in ones talk.
1.2 Use the explicit signals (e.g. This is important) to underscore or highlight a point
in ones talk
2. Give information and express needs, opinions, feelings and attitudes explicitly through
analogy.
2.1 Elicit and give information using 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, and mass media.
2.4 Use technological aids when conveying information (e.g. projectors)
3. Use form function, and context to express ones intended meaning.
4. Arrive at a consensus by reconciling views.
4.1 React critically to issues raised in talk shows and discussion of issues affecting the
nation.
4.2 Agree/ disagree with assertions made, justify ones stand and suggest modification in
open forums following talks, panel discussions and debates on national issues.
5. Use conversational gambits in face to face interactions to obtained 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 non-verbal
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, news papers, other print materials (periodicals,
brochures, pamphlets) and non print resources like audio and video tapes.
2. Adjust and vary reading style to suit the text, ones background knowledge of thee
topic discussed and ones 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 ones reading style to the different text types: informative, journalistic, and
literally.
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 knowledge.
3.2 Assess advance organizers, titles, sub-titles, illustration, 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
text.
4.2 Demonstrate the ability to use varied ways of organizing information (outlining,
graphic presentation, etc.)
4.2.1 Take down notes from a reading text using abbreviations, symbols and diagrams.
5. Used varied approaches to make sense of and explicitly of different text types (convert
dialogue with the writer, the sectional approach discourse analysis.)
5.1 Use genre analysis as a means of determination the written convention 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 authors 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.)
7.1 Identify the variation of words.
7.2 Arrive at the meaning of words through context clues, word analysis (root word,
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, definitions, synonyms, antonyms) to
clarify meaning 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 introduced conclude topics.
WRITING
1. Express opinions 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 complaints.
1.2 Express in writing satisfaction or dissatisfaction over services, performance, 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 national issues.
2. Fill out forms in line with business promotions and give information concerning group
undertaking and activities.
2.1 Accomplish business promotion forms.
Warranty return forms
Raffle contest forms
2.2 Prepare notices, agendas and minutes of meeting.
2.3 Call attention to school events and drives.
3. Demonstrate imagination in writing different text types: narrative both in text and
script forms, description, and definition, critiques of a movie or play.
3.1 Write texts with the overall text structure (P-Sn or TRI) and genetic 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