curriculum guide english grade 8

CURRICULUM GUIDE APRIL, 2013

SUBJECT: ENGLISH 8PROGRAM STANDARD: The learner demonstrates communicative competence (and multi-literacies) through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and those of other countries.GRADE LEVEL STANDARD: The learner demonstrates communicative competence (and multi-literacies) through his/ her understanding of Afro-Asian Literature and other texts types for a deeper appreciation of Afro-Asian Culture and those of other countries.

CONTENT STANDARD: Quarter 1LC: The learner demonstrates understanding of the prosodic features and non-verbal cues that serve as carriers of meaning when listening to informative texts and longer narratives to note significant details.OF: The learner demonstrates understanding of how to speak in clear, correct English appropriate for a certain situation, purpose and audience.V: The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning.RC: The learner demonstrates understanding of the different reading styles to suit the text and one’s purpose for reading.LIT: The learner demonstrates understanding of the different genres through the types contributed by Afro-Asian countries to express appreciation for Afro-Asian heritage. VIEW: The learner demonstrates understanding of the different text types and genres of programs viewed to effectively derive information and find meaning in themW: The learner demonstrates understanding of giving valuable personal information and information on social events and issues by accomplishing different forms to effectively function in school and in community.GR: The learner demonstrates understanding of well-constructed paragraphs using appropriate modes of development and language structures to express one’s ideas, needs, feelings and attitudes. The learner demonstrates understanding of how language is instrumental in communicating thoughts, and feelings.A: Ask sensible questions on his/her initiativeST: The learner demonstrates understanding of how to gather data using library and electronic resources to locate information that bring about diversity and/or harmony among Afro – Asians through the study of their traditions and beliefs.PERFORMANCE STANDARD: Quarter 1LC: The learner accurately produces a schematic diagram to note and give an account of the important details in long narratives or descriptions listened to.OF: The learner actively participates in a conversational dialogue about school/environmental issues or any current social concerns.V: The learner creatively produces an e-portfolio of vocabulary illustrating the use of varied strategies.RC: The learner produces a Reading Log showing various entries like the choice of reading materials, the type of reading employed, etc.LIT: The learner creatively and proficiently performs in a choral reading of a chosen Afro-Asian poem.VIEW: The learner produces program portfolio that monitors his/her progress as a viewer (in terms of interest, preference, and reflections on individual viewing behaviours).W: The learner proficiently prepares a brochure on the dangers of smoking/drugs and other social issues and concerns. The learner writes a personal narrative. The learner creates a blog on the internet commenting on social/economic issues and concerns.

GR: The learner effectively writes a personal narrative or informative text. The learner proficiently writes a description of a process.ST: The learner creatively writes an interesting Cultural Report.

Listening Comprehension

Oral Fluency

Vocabulary Enhancement

Reading Comprehension Literature Viewing

Comprehension Writing Grammar STUDY STRATEGIES

Recognize prosodic features: stress, intonation and pauses serving as carriers of meaning that may aid or interfere in the delivery of the message in stories and informative texts

Note prosodic features (stress, intonation, pauses) and rate of speech as carriers of meaning

Recognize changes in meaning signaled by stress, intonation and pauses

Use appropriate registers to suit the intended audience, and variation in intonation and stress for emphasis and contrast

oExpress feelings and attitudes by utilizing contrastive stress and variations of tone and tempo

oUse stress, intonation, and juncture to signal changes in meaning

Develop strategies for coping with unknown words and ambiguous sentence structures and discourse

o Differentiate between shades of meaning by arranging words in a cline

o Guess the

meaning of idiomatic expressions by noting keywords in expressions, context clues, collocations, clusters, etc.

o Arrive at the meaning of structurally complex and

Adjust reading speed based on one’s purpose for reading and the type of materials read

Use different reading styles to suit the text and one’s purpose for reading

Scan rapidly for sequence signals or connectors as basis for determining the rhetorical organization of texts

Skim to determine the author’s key ideas and purpose by answering questions raised after surveying

Discover literature as a means of understanding the human being and the forces he/she to contend with

Discover through literature the symbiotic relationship between man and his environment and the need of the former to protect the latter

Demonstrate a heightened sensitivity to the needs of others for a better understanding of man

Discover through literature the

Organize information extracted from a program viewed

Compare and contrast basic genres of programs viewed

Narrate events logically

Validate mental images of the information conveyed by a program viewed

Respond to question

Accomplish forms and prepare notices

Write the information asked for in the following forms:

School forms

Bank forms Order slips Evaluation

forms Survey

forms Bills,

telecom, etc.

Write notices (e.g. posters, slogans, advertisements that relate to social events

Uses:

o varied adjective complementation

o appropriate idioms, collocations, and fixed expression

o coordinators

o subordinators

o other appropriate devices for emphasis

Formulates:

o correct complex and compound-complex sentences

o correct conditional statements

o appropriat

Gather data using library and electronic resources consisting of general references: atlas, periodical index, periodicals and internet sources/ other websites to locate information

Use periodical index to locate information in periodicals

Gather data using the general references: encyclopedia, dictionary

Listen to points the speaker emphasizes as signaled by contrastive sentence stress determine how stress, intonation, phrasing, pacing, tone and non-verbal cues serve as carriers of meaning that may aid or interfere in the message of the text listened to

ambiguous sentences by deleting expansions to come up with kernel sentences

the text Read

closely to select appropriate details from a selection for specific purposes

links between one’s life and the lives of people throughout the world

Highlight the need for a more just and equitable distribution of resources

s raised in a program viewed

e parenthetical expressions

meaningful expanded sentence (following balance, parallelism, and modification)

Get and assess current information from newspaper and other print and non-print media

CONTENT STANDARD: Quarter 2LC: The learner demonstrates understanding on how employing projective listening strategies to descriptive and longer narrative audio texts, helps him/her to validate information, opinion, or assumption to participate well in specific communicative context . The learner demonstrates understanding of adjusting listening strategies (marginal, selective, attentive, critical) in relation to the main purpose of listening, one’s familiarity with the topic and difficulty of the text describing a process and narrating longer stories to suit the listening text and task.OF: The learner demonstrates understanding of the various means on how figurative and academic language can be used in various communication settings.V: The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning.RC: The learner demonstrates understanding of textual relationships using non-linear forms and graphics to obtain information from linear and non-linear texts.LIT: The learner demonstrates understanding of how significant human experiences are best captured in various literary forms that inspire humans to bring out the best in them.VIEW: The learner demonstrates understanding of the different text types and genres of programs viewed to effectively derive information and find meaning in them.W: The learner demonstrates understanding of the power of language structures and forms in shaping people’s reactions, perceptions, points of view, and beliefs in local, national and global communities.GR: The learner demonstrates understanding of how grammatically correct sentences ensure an effective discourse. The learner demonstrates understanding of how the knowledge of grammar enables one to successfully deliver information.A: Express a different opinion without being difficultST: The learner demonstrates understanding of how proper citations of references and materials used establish the credibility of a report or a research paper.

PERFORMANCE STANDARD: Quarter 2LC: The learner creates an audio – video presentation highlighting the core message of a text listened to.OF: The learner joins actively in a panel discussion on a current issue or concern.V: The learner creatively prepares a comparative log of academic and figurative language reflected in documents with the same themes.RC: The learner proficiently uses advanced organizers/ illustrations showing textual relationships.LIT: The learner creatively compiles Afro-Asian literary pieces as accounts of experiential learning.VIEW: The learner effectively writes reactions to movies viewed. (movie review) The learner presents a review of a program viewed.W: The learner conducts an opinion poll, interprets, and presents the findings having a local-based or national issue as reference.GR: The learner composes a meaningful and grammatically correct composition. The learner writes a progress/ interim report of a program or advocacyST: The learner produces research appendices following the correct citation entries and format


Oral Fluency




Employ appropriate listening skills when listening to descriptive and long narrative texts

(e. g. making predictions, noting the dramatic effect of sudden twists, etc.)

Employ projective

Ask for and give information, and express needs, opinions, feelings, and attitudes explicitly and implicitly in an informative talk

Formulate responses to questions noting the types of questions raised (yes-no, wh-questions, alternative, modals, embedded)

Make inquiries


o Identify the derivation of words

o Define words from context and through word analysis (prefix, roots, suffixes)

o Use collocations of difficult words

Evaluate content, elements, features, and properties of a reading or viewing selection using a set of criteria developed in consultation (with peers and the teacher)

Explain visual-verbal relationships illustrated in tables, graphs, information maps commonly used in content area texts

Tra

Show understanding and appreciation for the different genres with emphasis on types contributed by Asian countries (i.e. Haiku, Tanka, etc.)

Point out the elements of plays and playlets

Determine the macro discourse patterns of essays and the macro discourse signals used to establish meaning relationships in

Discern positive and negative messages conveyed by a program viewed

React appropriately and provide suggestions based on an established fact

Decode the meaning of unfamiliar

Use non-linear texts and outlines to show relationships between ideas

Transcode ideas from texts to concept maps

Make a write-up of ideas presented in concept maps

Use three-step words, phrasal and sentence

Uses:



o coordinators

o subordinators

other appropriate devices for emphasis

formulates: o correct

complex and compound-complex

Acknowledge citations by preparing the bibliography of the various sources used

Observe correct format in bibliographical entries

Use writing conventions to indicate acknowledgement of sources

listening strategies with longer stories

Listen to determine conflicting information aired over the radio and television

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

Give information obtained from mass media: newspapers, radio, television

Highlight important points in an informative talk using multi-media resources

as aids in unlocking vocabulary

o Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel sentences from modification structures and expansions

nscode information from linear to non-linear texts and vice-versa

Explain illustrations from linear to non-linear texts and vice versa

Organize information illustrated in tables, graphs and maps

the essay Determine the

author’s tone and purpose for writing the essay

Point out how the choice of title, space allotment, imagery, choice of words, figurative language, etc. contribute to the theme

Explain figurative language used

Express appreciation for sensory images in literary forms

Show understanding of the text by paraphrasing passages

words using structural analysis

Follow task- based directions shown after viewing

Interpret the big ideas/key concepts implied by the facial expressions of interlocutors

outlines to organize ideas

Transcode information from linear to non-linear texts and vice versa

Employ concept mapping (circle, bubble, linear, etc.) as aids in taking down notes and organizing ideas

Use outlines to sum up ideas taken from texts

Use non-linear text outlines and notes as aids in the preparation of a research paper

sentenceso correct

conditional statements

o appropriate parenthetical expression


CONTENT STANDARD: Quarter 3LC: The learner demonstrates understanding in validating information, opinions, or assumptions made by a speaker to arrive at sound decisions on critical issues.OF: The learner demonstrates understanding of using turn-taking strategies in extended conversations to effectively convey information.V: The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning.RC: The learner demonstrates understanding of varied reading approaches to make sense and develop appreciation for the different text types. LIT: The learner demonstrates understanding of the different genres to heighten literary competence.VIEW: The learner demonstrates understanding of the various analytical and evaluative techniques employed in critical viewing.W: The learner demonstrates understanding of how to have a good command and facility of the English Language necessary to produce writing in different genres and modes.GR: The learner demonstrates understanding of how the use of Standard English conventions facilitates interaction and transaction.A: Give credence to well-though out ideasST: The learner demonstrates understanding of how information gathering skills and data collection strategies ensure quality researchPERFORMANCE STANDARD: Quarter 3LC: The learner proficiently writes an editorial article concerning an issue raised by the speaker in a text listened to. OF: The learner proficiently conducts a formal, structured interview of a specific subject.V: The learner creatively produces a frequency word list.RC: The learner creatively produces a digital chart of various text types with clickable features.LIT: The learner produces a critical review of articles with the same themes but different genres.VIEW: The learner produces a reaction paper to a program viewed.W: The learner produces an e-journal of poetry & prose entries with emphasis on content and writing style.GR: The learner creatively produces a tourist guide brochureST: The learner produces a clip report on the various sources of data collected


Oral Fluency




Determine the persons being addressed in an informative talk, the objective/s of the speaker and his/her attitude on the issues Use attentive listening strategies with informative texts

Use appropriate turn-taking strategies (topic nomination, topic development, topic shift, turn-getting, etc.) in extended conversations Interview persons to get opinions about certain issues Respond orally to ideas

Develop strategies for coping with unknown words and ambiguous sentence structures and discourseo Identify the

derivation of words

o Define words from context and through

Utilize varied reading strategies to process information in a text

Recognize the propaganda strategies used in advertisements and consider these in formulating hypotheses

Discover Philippine and Afro Asian literature as a means of expanding experiences and outlook and enhancing worthwhile universal human values

Express appreciation for worthwhile

Analyze the elements that make up reality and fantasy from a program viewed

Compare and contrast one’s own television-viewing

Use specific cohesive and literary devices to construct integrative literary and expository reviews, critiques, research reports, and scripts for broadcast communication texts, including screenplays

Uses:



o coordinators

o subordinators

Derive information from various text types and sources using the card catalog, vertical file, index, microfiche (microfilm) CD ROM, internet etc.

Use

Note clues and links to show the speaker’s stand and assumptions Listen for clues and links to show the speaker’s train of thoughts Determine the stand of the speaker on a given issue Listen to get the different sides of social, moral, and economic issues affecting a community.

and needs expressed in face-to-face interviews in accordance with the intended meaning of the speaker Use communication strategies (e.g. paraphrase, translations, and circumlocution) to repair breakdown in communication

word analysis (prefix, roots, suffixes

o Use collocations of difficult words as aids in unlocking vocabulary

Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel sentences from modification structures and expansions.

Distinguish between facts from opinions Use expressions that signal opinions (e.g. seems, as I see it)

Note the function of statements made as the text unfolds and use it as a basis for predicting what is to follow

Express emotional reactions to what was asserted or expressed in a text

Employ approaches best suited to a text

Note the functions of statements as they unfold and consider the data that might confirm/disconfirm hypothesis

Asian traditions and the values they represent

Assess the Asian identity as presented in Asian literature and oneself in the light of what makes one an Asian

Identify oneself with other people through literature taking note of cultural differences so as to get to the heart of problems arising from them

behavior with other viewers’ viewing behavior

Organize an independent and systematic approach in critiquing various reading or viewing selection

Produce different text types and sub-types

Expand ideas in well-constructed paragraphs observing cohesion, coherence and appropriate modes of paragraph development

Give and respond to feedback on one’s paper in the revision process

Use grammatical structure and vocabulary needed to effectively emphasize particular points


formulates: o correct

complex and compound-complex sentences


o appropriate parenthetical expressions


locational skills to gather and synthesize information from general and first-hand sources of information Get vital information from various websites

Extract accurately the required information from sources read and viewed to reject irrelevant details

Examine for bias

Determine the validity and adequacy of proof statements to support assertions

React critically to the devices employed by a writer to achieve his/her purpose

Use appropriate modes of paragraph development to express one’s ideas, needs, feelings and attitudes

Use a variety of cohesive devices to make the flow of thoughts from one sentence to another smoothly and effortlessly

Write short personal narratives to support an assertion

Organize information gathered from primary and secondary sources using a graphic organizer and a simple topic outline

Do self and

peer editing using a set of criteria

Revise a piece of short personal writing in terms of content, style, and mechanics collaboratively and independently.

CONTENT STANDARD: Quarter 4LC: The learner demonstrates understanding of how the orchestration of harmony, unison, rhythm and the structure of narratives and other text types enable him or her to appreciate their richness.OF: The learner demonstrates understanding of speech functions and forms as indicators of meaning.V: The learner demonstrates understanding of the strategies for coping with the unknown words and ambiguous sentence structures and discourse to arrive at meaning. RC: The learner demonstrates understanding of how to abstract information presented in different text types and to note explicit and implicit signals used by the writer.LIT: The learner demonstrates understanding of how literature mirrors the realities of life and depicts human aspirations.VIEW: The learner demonstrates understanding of how viewing conventions affect the way viewers grasp, interpret, and evaluate the meaning of a program viewed.W: The learner demonstrates understanding of how to have a good command and facility of the English Language necessary to produce writing in different genres and modes.GR: The learner demonstrates understanding of the set of structural rules that govern various communication situations.A: Set new goals for learning on the basis of self- assessment madeST: The learner demonstrates understanding of how the employment of study strategies coupled with research skills lead to a well-written paper.PERFORMANCE STANDARD: Quarter 4LC: The learner creatively renders a choric interpretation of a text listened to.OF: The learner competently delivers an informative speech using multi-media resources to highlight important points.V: The learner proficiently produces a glossary of words related to specific disciplines.RC: The learner prepares an abstract of a text read.LIT: The learner produces an e-literary folio which captures significant human experiences.VIEW: The learner puts up a model television production incorporating viewing conventions.W: The learner makes a write-up of an interview. GR: The learner innovatively presents an Ad promoting a government bill or a city ordinance.ST: The learner produces a research paper based on school/ community problem.


Oral Vocabulary Enhancement

Reading Comprehension

Literature Viewing Comprehension Writing Grammar STUDY

STRATEGIES

Fluency Process speech delivered at different rates by making inferences from what was listened to

Use syntactic and lexical clues to supply items not listened to

Anticipate what is to follow in a text listened to considering the function/s of the statements made

Express appreciation for texts orally interpreted noting harmony, unison, and rhythm.

Listen to appreciate the tune and the narrative structure of ballads

Arrive at a consensus on community issues by assessing statements made

React to information obtained from talks

Interview persons to get their opinions about social issues affecting the community

Agree/Disagree with statements, observations and responses made when issues affecting the community

Infer the function/s of utterances and respond accordingly taking into account the context of the situation and the tone used


o Identify the derivation of words

o Define words from context and through word analysis (prefix, roots, suffixes)

o Use collocations of difficult words as aids in unlocking vocabulary

Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel sentences from modification structures and

Utilize knowledge of the differences among text types (instructional, explanatory, recount, persuasive, informational and literary) as an aid in processing information in the selection read or viewed

Assess the content and function of each statement in a text with a view of determining the information structure of the text

Abstract information from the different text types by noting explicit and implicit signals used

Point out the role of literature in enabling one to grow in personhood

Discriminate between what is worthwhile and what is not through literature Distinguish as positive values humility, resourcefulness, self-reliance and the ability to look into oneself, and accept one’s strengths and weaknesses

Recognize the principles of lay outing in viewing a material

Explore how colors appeal to viewer’s emotions

Identify basic camera angles

Ascertain how balance created by symmetry affects visual response to a program viewed

Differentiate between vantage points and viewing

Organize one’s thoughts and adopt the appropriate writing style in letters, resumes, critiques, etc. using appropriate styles (formal and formal)and audience in mind

Employ interactional functions of language in different genres and modes of writing (pen-pal letters, letters of invitation, a “yes” and “no” letters, book reviews, interview write-ups, journal entries, etc.)

Write reflections on learning experiences in diary and journal entries

Write summaries of books read

Employ varied strategies (condensing, deleting, combining,

Uses:



o coordinators

o subordinators


formulates :o correct

complex and compound-complex sentences


o appropriate parenthetical expressions

meaningful expanded sentence (following balance,

Use multi step word and phrasal outlines to organize ideas

Engage in systematic conduct of a research by going through series of processes

Organize logically information gathered

Apply the correct treatment of data and the soundness of research conclusion.

Listen to appreciate harmony, unison, and rhythm in choric interpretations.

expansions by the writer Interpret

instructions, directions, notices, rules and regulations

Locate and synthesize essential information found in any text

Distinguish the statement of facts from beliefs.

Evaluate the accuracy of the information.

Draw conclusions from the set of details.

Point out relationships between statements.

Distinguish between general and specific statements.

embedding) when summarizing materials read

Write reactions to books read Show respect

for intellectual property rights by acknowledging citations made

Acknowledge citations by indicating in a bibliography sources used Use writing conventions to indicate acknowledgement of resources Use quotation marks or hanging indentations for direct quotes Use in-text citation

Arrange bibliographic entries of text cited from books and periodicals.

parallelism, and modification)

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curriculum guide english grade 8

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