english subject content
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Nature and Structure of Language
Criteria of the system of communication in order to be considered a language:
A language uses symbolsA language is meaningful and
therefore can be understood by other users of that language.
A language is generativeA language has rules that govern how
symbols can be arranged.
The Building Blocks of Language
1. Phonemes- the smallest distinguishable
units in a language.
2. Morphemes- the smallest meaningful units
in a language.
3. Syntax – is a system of rules that governs
how words can be meaningfully
arranged to form phrases and
sentences.
Properties of Human Language
creative and dynamicstructuredmeaningfulreferential interpersonal
Course Descriptions of the Language
What is the secondary English subject all about?
The secondary English curriculum for 2002 seeks to develop citizenship and to address the communication needs(i.e. interpersonal, informative, and aesthetic) of Filipino students for English, which is emerging as the
international lingua franca.
In line with developments in applied linguistics and pedagogy, and in consonance with the government thrusts and globalization ,this emerging English curriculum adopts a communicative- interactive, collaborative approach to learning as well as reflection and introspection .
With the aim in view of developing autonomous language learners who are aware of and are able to cope with global trends.
…Central to the framework of this curriculum is the need for language learning that is contextualized, interactive, and integrated.
Goals and Expectations
At the end of the First Year, the students is expected to:
a. determine how sentences are used to
perform communicative acts, such as
describing, defining, classifying,etc.;
b. make use of real world knowledge and
experience with emphasis on cross-
cultural items ,
c. Work at the denotative meanings of a text;
identify and explain different literary
types with emphasis on Philippine
literature,
d. and show appreciation of art forms and
familiarization with the more common
mass media forms.
At the end of the Second Year, the students is expected to:
a. Exhibit skills in utilizing the prosodic
features in oral texts and signals and
cues in written texts to follows the
development of ideas,
b. Show understanding and appreciation of the different genres with emphasis on types contributed by Afro-Asian and Philippine countries,
c. and to manipulate formal devices used to combine sentences to create continuous prose employing different rhetorical patterns.
At the end of the Third Year, the students is expected to:
a. Utilize a variety of sentences and
methods in persuasion and
argumentations,
b. Break down complex sentence to get
the message in different text types,
c. Journalistic, scientific, literary, and technical,
d. and single out the devices employed in fiction works and non –fiction works (foreshadowing, flashbacks, figurative language, etc.) used by authors for intellectual, emotional, and aesthetic purpose with emphasis on Philippine and British-American literature.
At the end of the Fourth Year, the students is expected to:
a. Have acquired skills of assessing,
evaluating, and using relevant
information to meet their various needs,
thereby enabling them to adapt and
respond flexibly to a rapidly changing
world;
b. and to have developed listening, speaking, reading, and writing skills and appreciation of literature resulting in a deeper understanding of the ideas, experiences, and cultures of other people, customs and traditions, as well as values.
Scope and Sequence of the Language Subjects
First Year
Quarter 1
Getting in Touch with Self and Others
1. How I see myself
2. How does family see me?
3. Through the eyes of my friends
4. I, as a member of the community
5. How informed and concerned am I about
national and global issues?
6. Reaching out to others
7. being open to contrary opinions
8. Do I step on the right of others?
9. My relationship with God
Output: My Profile: A thumbnail sketch ( An
autobiography, a collage,
or a self- portrait)
Quarter 2
I as a learner
1. I am a learner
2. Making sense of what I’ve learned
3. When communication bogs down
4. When memory fails me
5. Planning my learning activities
6. Becoming a resourceful learner
7. Working harmoniously with others
8. Reflecting on what I’ve done
9. Synthesizing my learning experiences
Output: My portfolio as a learner
Quarter 3
My Relationship with Nature
1. Learning from nature
2. Bounties of nature
3. Taking care of nature
4. Coping with the wrath of nature
5. The 3 Rs of waste management
6. Being a responsible steward of nature
7. Communing with nature
8. Nature in us
9. Drawing inspiration from nature
Output: a campaign for change: treating
nature right
Quarter 4
Science and Technology: Friend of Foe?
1. Development in transportation
2. Development in communication
3. Medical breakthroughs
4. Food for all
5. Consumerism
6. Science and Technology: master or slave?
7. Our throw- away society
8. Experiencing information overload
9. Necessity: the mother of all inventions
Output: Round table discussion on the topic:
science and technology: friend of
foe?
Second Year
Quarter 1
Learning to Know
1. A wealth of knowledge
2. Learning to learn
3. Learning from experiences
4. Learning from others
5. Learning from events
6. Learning from information technology
7. An analytical learner
8. Reflecting on what I learned
9. Reflecting on an informative talk show
Output: An informative talk show related to
national and global issues
Quarter 2
Learning to Be
1. Being true to ourselves
2. Tracing our roots
3. Being a nationalists
4. Being an Asian citizen
5. Being an open- minded but discerning
global citizen
6. Being a team player
7. Being concerned about people
8. Being concerned about nature
9. Being responsible for one’s decisions
Output: A peace book/ wall or board
Quarter 3
Learning to Become
1. Responding to differences of opinions
and culture
2. Responding to personal problems
3. Responding to societal problems
4. Responding to uncertainties
5. Responding to changes
6. Responding to media
7. Taking risks
8. Listening to events
9. Timeout for reflection
Output: A show case of growth through
colors, shapes, objects, sounds, and
language
Quarter 4
Learning to Do
1. Viewing problems and issues from
different vantage points
2. Reading up on previous efforts
3. Noting trends
4. Drawing up plans
5. Trying things out
6. Analyzing results
7. Reflecting and evaluating processes
8. Creating new applications
9. Presenting and sharing results
Output: A project proposal and end- of-
project reports
Third Year
Quarter 1
In the Realm of Thoughts
1. Seeing patterns
2. Perception versus reality
3. Reconciling contradictions
4. Breaking down walls
5. Up- down and up again: The S- curve
6. People change
7. What’s new?
8. Green housing ideas
9. Looking back, looking forward
Output: Making ideas take shape through
songs, painting, collage, etc.
Quarter 2
Interactions
1. Formal interaction with people
2. Interaction through technology
3. Interaction with nature
4. Interaction with ideas: A self-talk
5. Non- verbal interactions
6. Reducing language barriers
7. Language of power
8. A cross- cultural perspective
Output: A phrase book of basic
conversational expressions
Quarter 3
Quality not Quantity
1. Uniqueness
2. Impact
3. Multi- modal
4. Inter- connectedness integration
5. A work of art
6. A labor of love
7. Transcending time and space
8. Source of pride
9. Beyond the unexpected
Output: standards of quality: a primer
Quarter 4
Making a Difference
1. People who make a difference
2. Earth- shaking events
3. Moving ideas
4. Inventions and discoveries that change
the world
5. What if?
6. Both sides of the coin
7. Taking a stand
8. Refuting arguments
9. Where lies the truth?
Output: debate
Fourth Year
Quarter 1
Education for Life
1. Learning to think
2. Expanding and refining knowledge
3. Applying for college admission/
employment
4. Process and product
5. Language in the content area
6. Developing a sense of responsibility
7. Service for others and willingness to
share
8. Making my voice heard
9. Previewing and evaluating
Output: Annotated bibliography and note
cards
Quarter 2
Education for Justice
1. Sharing resources equitably
2. Tempering justice with mercy
3. In defense of life
4. Defending basic human rights
5. The culture of non- violence
6. Trial by publicity
7. Justice delayed, justice denied
8. In fairness to all
9. Speaking out in defense with others
Output: Debate and letters to the editor
Quarter 3
Education for Sustainable Development
1. Education: A life long process
2. Values for sustainable growth and
development
3. Change is costly
4. Networking
5. Self- management
6. concern for the environment
7. Using language to establish relationships
8. Constant self- assessment
Output: Research paper. Draft for chapters
1- 3
Quarter 4
Education for Global Citizenship
1. Stressing interconnectedness
2. Looking at problems in a global context
3. Accepting cultural differences
4. Working cooperatively and responsibly
5. Thinking in critical and systematic way
6. Going ``global``
7. Adjustments and re- adjustments
8. Language for survival in a global culture
9. Envisioning possible, preferred and
plural future scenarios
Output: Research paper or a simple
feasibility study
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