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ENGLISH LEARNING COMPETENCIES 2004 FIRST YEAR LISTENING 1.

Adjust listening strategies (marginal, selective, attentive, critical) in relation to the main purposes of listening, ones familiarity with the topic and level of difficulty of a text describing a process and narrating short accounts 1.1 Determine the type of listening suited to a given text 1.1.1 Employ appropriate strategies to find out answers to questions raised about a listening text 1.2 Listen to determine the steps in a process in informative texts 1.2.1 Listen to explanations of specific processes noting causeeffect relationships SECOND YEAR LISTENING 1. Employ varied listening strategies (marginal, selective, attentive, critical) to suit the listening text and task THIRD YEAR LISTENING FOURTH YEAR LISTENING

1. Shift from one listening strategy 1. Assess the effectiveness of to another depending on the text listening strategies employed and ones purpose for listening considering text types, the listening task and ones purpose for listening

1.1 Employ projective listening strategies when listening to longer stories

1.1 Shift from marginal to attentive listening depending on the topic listened to

1.1Demonstrate flexibility in switching from one strategy to another in accordance with the situation and text type

1.1.1 Predict outcomes from 1.1.1 Use attentive listening with events described in stories as they informative texts and analytical unfold and critical listening with argumentative texts 1.1.2 Note the dramatic effect of sudden twists in surprise endings 1.2 Listen to determine conflicting 1.2 Listen to argumentative information aired over the radio discourse and television 1.2.1 Listen to single out reasons cited in argumentative texts and the worth of ideas presented base on a set of criteria 1.2.2 Determine whether arguments and conclusions are logical or illogical 1.2.3 Determine the stand of s

1.2 Employ analytical listening in problem solving

1.3 Determine the information map suited to different text types, e.g. flowcharts (for narratives, processes, etc.), tree diagrams (for classifications and enumerations), and Venn diagram or grid (for comparison)

1.3 Listen for clues to determine pictorial representations of what is talked about in a listening text

speaker on a given issue 1.2.4 Determine the assumptions underlying the arguments of a speaker 1.2.5 Pick out discrepancies and inconsistencies in supporting ideas 1.2.6 Determine the effectiveness of closing statements in arguments 1.3 Determine the information map suited to informative classificatory texts (tree diagrams), informative process texts (flow charts) and contrastive argumentative texts (grid)

1.4 Listen to issues pertaining to the home and the family 1.4.1 Identify the persons speaking and addressed, and the stand of the speaker pertaining to the home and the family 1.4.2 Identify the persons speaking and addressed, and the stand of the speaker based on explicit statement made

1.4 Listen to issues pertaining to the community 1.4.1Determine if the speaker is neutral, for or against an issue

1.4 Listen to social, moral and economic issues affecting the nation 1.4.1 Listen to get the different sides to an issue in panel discussions 1.4.2 Identify the speakers stand on an issue by noting explicit and implicit signals (e.g. choice of words to highlight or downplay assertions made) 1.4.3 Compare the stand and attitudes of newscasters and

1.3 Listen to detailed reports, lecturettes and issues 1.3.1 Utilize outlines and concept maps when taking down notes from lecturettes or oral reports 1.3.2 Determine when to listen and when to take down notes from lecturettes or oral reports 1.3.3 Listen to determine what further elucidate is needed in a report or a lecture 1.3.4 Determine the content and functions of statements in a lecture 1.4 Show courtesy while listening to the ideas and feelings of others 1.4.1 Listen attentively to what is uttered 1.4.2 Allow the speaker to expound on the topic before reacting to what is said

panel discussants 1.5 Listen to global issues 1.5.1 Listen to get different viewpoints on global issues in talk shows 1.5.2 Listen to get specific information from global television newscasts 2. Listen closely to determine what to do and what not to do as indicated in announcements, instructions and cautions given orally in emergency situations, weather bulletins, etc. 2.1 Listen to and carry out instructions given in connection with classroom procedures 2. Determine the persons addressed 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 trend of thought 2. Demonstrate openness when listening to statements contrary to ones beliefs 2.Derive information that can be used in everyday life from news reports speeches, informative talks, panel discussions, etc. 2.1 Point out the effectiveness of the devices used by the speaker to attract and hold the attention of the listener 2.2 Identify the roles of discourse markers (e.g. conjunctions, gambits, adverbs) in signaling the functions of statements made 3. Identify implicit and explicit signals-verbal as well as nonverbal used by a speaker to highlight important points 3.1 Single out direct and indirect signals used by a speaker

2.1 Take into account the context and situations that gave rise to statements contrary to ones stand 2.2 Explore opportunities for obtaining varied views on a given issue by listening to debates and talk shows 3. Listen to important points signaled by pausing and a slow rate of speech

3. Determine the content and feeling levels of utterances

3.1 Identify the speech event, interlocutors and objectives of the speakers

3. Identify prosodic features: stress, intonation and pausing features as carriers of meaning that may aid or interfere in the delivery of the message in stories and informative texts 3.1 Identify changes in meaning signaled by stress, intonation and juncture

3.1 Identify explicit signals given by the speaker (e.g. this is important . . .) to underscore a point

3.2 Identify attitudes and feelings signaled by prosodic features (e.g. intonation and stress 4. Get information from rapid and distorted speech (e.g. commentary on a game, broadcasts on current events, etc.)

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

3.2 Respond to intonation used to signal information structure

4. Process speech at different 4. Process speech at different rates when listening to informative rates when evaluating tasks and and argumentative texts taking down notes

4.1 Use syntactic lexical and context clues to supply items not heard in a listening text

4.1 Determine what was left out and highlighted in informative and argumentative texts

4.1 Assess the effectiveness of a material listened to taking into account the speakers purpose and assessing whether it was achieved or not 4.1.1 Analyze what was heard on the basis of a given set of criteria 4.1.2 Analyze and evaluate listening texts in point of accuracy, validity, adequacy and relevance

4.1.1 Anticipate what is to follow considering the function of the statements made

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. Express appreciation for oral interpretations noting harmony, unison, and rhythm 5.1 Listen to appreciate the tune and narrative structure of ballads

5. Express appreciation of awardwinning protest and patriotic songs and radio plays 5.1 Listen to appreciate the sound effects and dramatic interpretations employed in radio plays

5. Show appreciation for songs, poems, plays, etc. 5.1 Listen to appreciate varied types of dramatic oral interpretations (e.g. chamber theater, readers theater) and songs with emphasis on protest 4

songs 5.2 Listen to appreciate the melody, rhythm, and lyrics of award winning songs used as musical themes in movies 5.1.1 Point out the (situationproblem-attempted solutionresult) discourse pattern in tales 5.2 Single out the punch lines in jokes SPEAKING 1. Speak in clear correct English appropriate to the situation 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 prosodic patterns: intonation and stress. Pausing and blending 1.2.1 Respond to offers made (accept, turn down or negotiate changes in offers made) 1.3 Give clear commands, requests and directions to get things done 1.3.1 Give instructions, prohibitions, warnings 2. Give information and express needs, opinions, feelings and attitudes in explicit terms 5.2 Describe the emotional appeal of a piece

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 in 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

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 situation 1.1 Use pausing and a slow rate of speech to signal important points in ones talk 1.2 Use explicit signals (e.g. This is important..) to underscore or highlight a point in ones talk

SPEAKING 1. Speak clearly and spontaneously adapting ones speech to situations, circumstances and people addressed 1.1 Use accompanying nonverbal for cues (e.g. gestures) to highlight significant points in extended discourse 1.2 Employ alternative ways of expressing speech acts and functions 1.3

2. Ask for and give information, and express needs, opinions, feelings and attitudes explicitly

2. Express needs, opinions, feelings, and attitudes implicitly through analogy using information

2. Use appropriate language, idioms, figurative language, analogy to express ones feelings, 5

and implicitly in informative talk 2.1 Relay information obtained over the telephone and from radio broadcasts 2.1 Formulate responses to questions noting the types of questions raised (yes-no, whyquestions, alternative, modal embedded) 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 audiovisual aids

transfer strategies 2.1 Elicit and give information using different types of questions to seek clarification and verification of response made

thoughts and ideas 2.1 Ask and respond to questions raised in different situations, e.g. interviews, open forums, giving directions, etc.

2.2 Convey using visual aids (e.g. graphs, charts, etc.) information on topics dealing with science and mathematics

2.2 Present arguments in debates and arguments texts 2.3 Give information obtained from varied sources: talks, periodicals, mass media 2.4 Convey information using technological aids (e.g. projectors, LCD, etc.) 2.5 Negotiate using the telephone and other communication gadgets 2.6 Use verbal (paraphrase, translation, circumlocution) as well as non-verbal communication strategies in extended oral reports/discourse

2.2 Express varied outlooks on a given issue 2.3 Give information obtained from the Internet and other sources 2.4 Convey information using interactive media as aids 2.5 Use idioms in expressing ones feelings and attitudes 2.6 Analyze and react critically to ideas presented in speeches, news reports, discussions, etc. 2.7 Distinguish between social calls and business transactions over the telephone and other communication gadgets 3. Observe conversation strategies in face-to-face extended oral interactions 3.1 Interview to determine policies and social orientation of business and educational 6

3. Observe social and linguistics conventions in oral transactional discourse (e.g. interview, asking, and giving directions, etc.) 3.1 Interview by asking and answering different types of questions

3. Use appropriate turn-taking strategies (topic nomination, topic development, topic shift, turn getting, etc.) in extended conversation 3.1 Infer the function of utterances and respond accordingly taking into account the context of the

3. Use conversational gambits in face-to-face interactions to obtain information, express modified agreements, etc. 3.1 Interview to determine opinion on issues affecting the nation

situation and the tone used 3.2 Use communication strategies 3.2 Respond orally to the ideas (e.g. paraphrase and translation) and needs expressed in face-toto make up for inadequacies in the face interviews in accordance with use of English the intended meaning of the speaker 3.3 Give instructional information and constraints 3.4 Use communication strategies (e.g. paraphrase, translations, and circumlocution) to repair break down in communication 4. Arrive at a consensus on issues by assessing statements made 4.1 Agree/disagree with statements, observations and responses made when discussing issues 4.2 Interview to get opinions about certain issues

establishments 3.2 Use verbal (paraphrase, 3.2 Forestall and repair translation, circumlocution) as well communication breakdown using as non-verbal communication verbal and non-verbal strategies and communication communication strategies strategies and communication check to forestall and repair breakdown in communication

4. Arrive at a consensus by citing proof statements 4.1 React to information shared in small group discussions

4. Arrive at a consensus by reconciling views on national issues and/or issues raised 4.1 Agree/disagree with assertions made by justifying ones stand in open forum, informative talk, panel discussions, and debates on national issues

4. Arrive at consensus by resorting to varied strategies: assessment, negotiation and accommodation 4.1 Indicate affirmation of or objection to ideas expressed in discussions on global issues 4.1.1Agree/disagree with panelists expressing varied outlooks on a given issue

4.2 Agree/disagree with assertions and observations made in radio broadcasts and when sharing information on topics dealing with Science and Mathematics READING 1.Get information from the different parts of a book, current information from newspapers and data from general references in the library

READING 1. Gather data using library resources consisting of general references; atlas, periodical index, and periodicals to locate information

READING 1. Gather data using library resources, newspapers, other print materials (periodicals, brochures, pamphlets) and non-print resources like audio and video tapes

READING 1. Derive information from various text types (journalistic, literary, scientific, practical, technical, etc.) and sources using the card catalogue, vertical file, index, microfiche (microfilm), CD7

1.1 Use the card catalogue to locate references in the library 1.2 Use locational skills to derive from general sources of information: encyclopedia, dictionary 1.3 Get information from the different of a book 1.4 Gather current information from newspapers and other print media 2. Use different reading styles to suit the text and ones purpose for reading 2.1 Scan for specific information

1.1 Locate information using the periodical index 1.2 Determine the content and stand of a newspaper 1.3 Organize information from different text types

ROM, Internet, etc. 1.1 Use locational skills to gather and synthesize information from general and first-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 details 2. Adjust and vary reading styles 2. Adjust and vary reading speed to suit the text, ones background and style to suit the text, ones knowledge of the topic discussed background knowledge and and ones purpose for reading purpose in reading, and the content of the material read 2.1 Scan rapidly for sequence 2.1 Employ different processing signals or connectors as basis in approaches (discourse analysis, determining the macro discourse genre analysis, Survey Question pattern and rhetorical organization Read-Write-Recite (SQ3R), Preview of texts Question Read Summarize Test (PQRST) best suited to a given text 2.2 Suit ones reading style to the different text types: informative, journalistic, and literary 2.2 Scan for specific meanings and information

2. Adjust reading based on ones purpose for reading and the type of materials read 2.1 Scan rapidly for sequence signals or connectors as basis for determining the rhetorical organization of texts

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 non-linear visuals as comprehensive aids in content 3. Interpret textual relationships using the non-linear forms and

3. Demonstrate the ability to interpret and transcode

3. Explain visual-verbal relationships illustrated in tables, 8

texts

graphics

information from linear to nonlinear texts and vice versa 3.1 Interpret and match information presented in diagrams with their corresponding write-ups 3.2 Demonstrate the ability to use varied ways of organizing information (outlining, graphic representation, etc.) 3.2.1 Take down notes from a reading text using abbreviations

graphs, information maps commonly used in context area texts 3.1 Transcode information from linear to non-linear texts and viceversa 3.2 Explain illustrations and schematic diagrams in Science and Technology texts

3.1 Transcode orally and in writing the information presented in diagrams, charts, tables, graphs, etc. 3.2 Use illustrations to activate background knowledge and to get a pictorial representation of what is discussed in the text 3.3 Give the meaning of signs and symbols used (e.g. road sign, prohibited sign, etc.) and evaluate their effectiveness 3.4 Locate places and follow directions using a map 3.5 Transcode information from linear texts into information maps and/or determine the concept or information map embedded in a text 4. Use ideas and information gained from previous readings and persona; experiences to better understand a text 4.1 Use background knowledge or schema as basis for conjectures and hypothesis made while reading a text

3.1 Compare orally information presented in table, 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.Use advance organizers. Illustrations, comprehension questions, titles, etc. to better understand a text 4.1 Relate ideas from previous readings to a given text

4. Demonstrate the ability to use titles and subtitles as a means of getting an overview of the text and linking it with previous knowledge of the topic 4.1 Assess a text in the light of previous readings 4.2 Assess advance organizers, titles, subtitles, illustrations, etc. in the light of information given in a text

4. Demonstrate the ability to use previous experiences as a scaffold for processing information in a given text 4.1 Test new insights against previous learnings 4.2 Synthesize previous learnings with new insights 9

4.3 Utilize reviews and write-ups as an aid in selecting reading materials 5. Make sense of a text as it unfolds 5. Utilize varied 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. Use varied approaches to make sense 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 evident in 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 Judge the relevance and worth of ideas, soundness of the authors reasoning, and the effectiveness of the presentation by reacting critically to what is read 5.5.1 Express emotional reaction to what is explicitly stated and implied in the text

4.3 Note the effectiveness of textual aids like advance organizers, titles, non-linear illustrations, etc. in activating background knowledge relevant to the selection 5. Show familiarity with the argumentation and rhetorical conventions of a discipline

5.1 Formulate and modify hypothesis based on information given in the text

5.1 Note the functions of statements as they unfold 5.2 Consider the data that might disconfirm 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 10

6. Utilize reading as a means of developing language skills 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 of word, sentence, and discourse to make sense of a text 7.4 Note the strategies employed (restatement, 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 or conclude a topic WRITING 1. Fill out forms in line with business promotions and

6. 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 Define words from context and through word analysis (prefix, roots, suffixes) 7.3 Use collocations of difficult words as aids in unlocking vocabulary 7.4 Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel sentences from modification structure and expansions

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give information concerning group undertakings and activities 1.1 Accomplish business promotion forms Warranty return forms Raffle contest forms 1.2 Prepare notices, agenda and minutes of meetings 2. Use outlines, maps and other non-linear texts to present information 2.1 Use concept maps (linear, bubble, tree diagrams, grids) to show relationships between and among ideas abstracted from texts 2.2 Use different types of outline (word, phrasal, clausal) to organize ideas 2.3 Make a write-up of non-linear texts used to present information 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 12

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 signals to establish meaning relationships 3.4 Provide examples and illustrations as well as nonexamples to clarify definitions of abstract concepts 4. Give and respond to feedback on written output 4.1 Move ideas around for clarity of development 4.2 Use grammatical structure and vocabulary needed to effectively emphasize particular points 5. Acknowledge citations made and resources used on written output 5.1 Cite resources used on a written output in a bibliography 6. Express opinion in writing (e.g. stand on certain issues, complaints, etc.) and write summaries of survey, reports on a given issue 6.1 Call attention in writing to good/objectionable practices in open letters of commendation and letters of complaint 6.2 Express in writing satisfaction or dissatisfaction over services, performances, etc. (e.g. plays, 13

movies, etc.) in journal entries, reviews 6.3 Prepare survey forms 6.4 Make a write-up of results 6.5 Write a library research paper on a national issue LITERATURE 1. Demonstrate understanding and appreciation of varied genres focusing on the contributions of British and American (i.e. sonnets. Short stories, etc.) literature 1.1 Note the form and functions of different types and subtypes of literary texts 1.2 Differentiate comedy from tragedy, and formal from informal essays 1.3 Trace the development of character and conflict in narratives and dramas, and discuss the devices used to achieve unity of effect 1.4 Determine the objective of the author and the means employed to attain them 1.5 Single out the devices employed in fiction and nonfiction works (foreshadowing, flashbacks, figurative language, etc.) used by the author for intellectual, emotional and aesthetic purposes 15.1 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 14

1.5.2 React critically to the authors choice of words 1.6 Point out relationships of time, place, cause-effect, general concepts, examples, analogy, etc. used by the writer to underscore the theme of the selection 1.7 Point out the sequencing of details and account for such sequencing 2. Discover literature as a means of understanding human and society (i.e. the bonds/links between human and society) as presented in Philippine, English and American literature 2.1 Show a keened 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 Analyze how the environment influences the persons character and actions 2.5 Deduce recurring themes underscored in literary pieces 3. Pick out worthwhile human experiences underscored in Philippine, English and American literature 15

3.1 Single out the Eastern and Western cultural values evident in our heritage as a result of historical development 3.2 Underscore the Western values of candid frankness and humor as presented in British and American literature 3.3 Stress the importance of taskorientedness and efficiency as values worth emulating 4. State the effect of a literary piece on ones value system 4.1 React to the values underlying responses to the situations in literary pieces 4.2 Single out worthwhile human values 4.3 Point out how attitudes influence one behavior

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