english cg (gr 7-8)

7/28/2019 English CG (Gr 7-8)

1/47

K to 12 Curriculum Guide version as of December 2012

ENGLISH 1

Republic of the PhilippinesDepartment of Education

DepEd Complex, Meralco AvenuePasig City

December 2012

K to 12 Curriculum Guide

ENGLISH

(Grades 7 to 8)

7/28/2019 English CG (Gr 7-8)

2/47


ENGLISH 2

GRADE 7

PROGRAM STANDARD: The learner demonstrates communicative competence 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 through his/ her understanding of Philippine Literature and

other texts types for a deeper appreciation of Philippine Culture.

DOMAINS OF

LITERACY

CONTENT STANDARDPERFORMANCE

STANDARDLEARNING COMPETENCIES

Listening

Comprehension

Quarter 1

The learnerdemonstratesunderstanding of howstress, 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

Quarter 1

The learneraccuratelyproduces a matrixof comparison

using the verbaland non-verbalcues to determinethe meaning of themessages listenedto.

Quarter 1

determine how stress, intonation, phrasing, pacing, toneand non-verbal cues serve as carriers of meaning that may aidor interfere in the message of the text listened to

Recognize differences in voice levels and speechpatterns.

Explain the influence of differences in tone andaccent patterns in understanding a message.

Listen for important points signaled by shifts in stressand intonation.

Determine how pitch, phrasing, and pacing affectunderstanding of a message.

Determine the effect of facial expressions and eyecontact in understanding a message.

7/28/2019 English CG (Gr 7-8)

3/47


ENGLISH 3

Determine the effect of posture and bodily gestures inunderstanding a message.

Distinguish between and among the functions of non-verbal cues: repetition, contradiction, substitution,complementation, and accentuation.

Quarter 2

The learnerdemonstratesunderstanding of how touse active listeningstrategies to suit onespurposes, audience,familiarity with the topic

and level of difficulty.

Quarter 2

Thelearnerindependentlyprepares a non-linear/pictorialrepresentation ofthe meaning or

message of ashort text listenedto.

Quarter 2

use active listening strategies based on purposes,familiarity with the topic and level of difficulty of short textslistened to

Note specific elements of the text listened to

Determine the order of significant events/ideas in the textlistened to

Recognize key ideas or turning points in the text listenedto

Note specific words or expressions that signal oremphasize important details in the text listened to

Determine the tone and mood of the speaker or charactersin the narrative listened to

Note familiar and unfamiliar details from the listened to

Formulate assumptions or predictions about the contents ofthe texts

Infer appropriate responses to listening guide questions

Infer the purpose of the listened to vis--vis the authors

7/28/2019 English CG (Gr 7-8)

4/47


ENGLISH 4

background

Quarter 3

The learnerdemonstratesunderstanding of the

different listening strategiesemployed to suit onespurposes for listening,audience, familiarity withthe topic and the level ofdifficulty of the simpleinformative text.

Quarter 3

Thelearner clearlyexplains a process

in a simpleinformative textlistened to using aflowchart, treediagram, etc.

Quarter 3

use different listening strategies based on purposes, withthe topic familiarity, and level of difficulty of simple informativetexts and narrating short accounts

Note specific details of the text listened to

Determine the order of ideas or how the ideas are organizedin the text listened to

Recognize main points and supporting ideas in the textlistened to

Note specific words or expressions that signal or emphasize

details of the text listened to

Listen to determine steps in a process in informative texts

Determine the information map suited to different text types,e.g. flowcharts (for narratives, processes, etc.), treediagrams (for classifications and enumerations), and Venndiagram or grid (for comparison)

Identify the persons speaking and addressed, and the standof the speaker based on explicit statements made

Formulate assumptions or predictions about the contents ofthe narrative texts

Quarter 4

The learner

demonstrates understanding

of the varied communication

Quarter 4

The learnerperforms anenhancedrendition of a

Quarter 4

listen to appreciate communication roles, expectations andintentions in specific communicative contexts or situations

7/28/2019 English CG (Gr 7-8)

5/47


ENGLISH 5

roles, expectations and

intentions in specific

communicative contexts or

situation for appreciation.

listening text Note the roles and expectations of each speaker in intimateand consultative situations.

Note the roles and expectations of each speaker in casual,conversational, or informal situations.

Note the roles and expectations of each speaker in formalsituations.

Determine the intentions of speakers by focusing on theirunique verbal and non-verbal cues and quality ofparticipation.

Predict the outcomes of a verbal exchange listened to andtheir possible effects on the speakers and their relationships.

Express appreciation for entertaining texts (anecdotes,jokes, fables, myths, tales) by recognizing the punch lines

Oral Language

and Fluency

Quarter 1

The learnerdemonstrates understandingof the use of stress,intonation, phrasing, andpacing in reading shortwritten passages aloud andengaging in interpersonalcommunication to meet theneeds of an oralcommunication situation.

Quarter 1

Thelearnercomprehensivelypresents astructuredconversationobserving correctprosodic patterns.

Quarter 1

use the right stress, intonation, phrasing, and pacingwhen reading short written passages aloud and engaging ininterpersonal communication

Use appropriate volume and enunciation that meet theneeds of an oral communication situation.

Observe correct pronunciation of critical vowel andconsonant sounds.

Observe the right syllable stress pattern in three categories:two-syllable word stress, compound noun stress, and wordswith stress derived from suffixes.

Observe the right sentence stress using the Rhythm Ruleguidelines for both stressed and unstressed words.

7/28/2019 English CG (Gr 7-8)

6/47


ENGLISH 6

Distinguish between and among the rising-falling intonation,rising intonation, and non-final intonation patterns.

Observe the right phrasing and pacing when reading texts orpassages aloud or participating in conversations.

Observe the right oral language conventions when inquiringabout, summarizing, or reacting to what has been listenedto/read or observed.

Quarter 2

The learner


of how to use appropriate

verbal and non-verbal turn-

taking/giving and topic controlstrategies while participating

in dialogs and interviews .

Quarter 2

Thelearner skillfullyconducts astructuredinterview to get

opinions aboutcurrent issues.

Quarter 2

Use appropriate verbal and non-verbal turn-taking,turn-giving, and topic control strategies while participating indialogues and interviews

Express needs, opinions, feelings, and attitudes in explicitbut polite ways

Use appropriate turn-taking cues at the level of words,phrases, clauses, and sentences

Vary the organization of interaction using the three-ordered options: current speaker selects next speaker; nextspeaker self-selects as next; or current speaker continues

Use appropriate verbal and non-verbal turn-giving cues

Use appropriate topic control strategies to expand onesresponses, to emphasize a point, and to evade possiblemisinterpretations

Use a variety of ways to strike a conversation, introduce atopic, and terminate a conversation

Ask and answer different types of questions in a dialogue

7/28/2019 English CG (Gr 7-8)

7/47


ENGLISH 7

or interview.

Use a variety of expressions to affirm, to negate, to seefurther clarification, and to summarize points in a dialogue orinterview

Quarter 3

The learnerdemonstratesunderstanding significanthuman experiences inrelation to the ideaspresented in the literary orexpository reading,listening, or viewing

selections.

Quarter 3

Thelearner presentsan excerpt of aplay highlightingsignificant humanexperiences.

Quarter 3

explain orally significant human experiences and ideas basedon literary or expository reading, listening, or viewingselections in unrehearsed and rehearsed individual and groupmodalities

Narrate specific personal experiences related to the ideaspresented in a selection.

Compare and contrast ideas presented in a selection or aset of related selections.

Give meaningful comments and insightful observationsbased on ideas presented in a selection.

Express agreement or disagreement with ideas presentedin a selection.

Talk about why and how people react differently to a text

listened to, read, or viewed based on ones backgroundknowledge, purpose, and point of view.

State the effect of a text listened to, read, or viewed toones value system.

Present points of view and opinions concerning themessage of a selection in creative oral means.

7/28/2019 English CG (Gr 7-8)

8/47


ENGLISH 8

Provide suggestions in addressing controversial,problematic, or debatable ideas, issues, or concerns in aselection.

Quarter 4

The learner demonstrates

understanding of how to

disseminate information

obtained from mass media to

express needs, opinions,

feelings and attitudes.

Quarter 4

The learnerdelivers aninformative talkusing multi-mediato highlightimportant points.

Quarter 4

Ask for and give information, express needs, opinions,

feelings and attitudes explicitly and implicitly in an informativetalk

Express needs, opinions, feelings, and attitudes in explicitbut polite ways

Use appropriate turn-taking cues at the level of words,phrases, clauses, and sentences

Vary the organization of interaction using the three-

ordered options: current speaker selects next speaker; nextspeaker self-selects as next; or current speaker continues

Use appropriate verbal and non-verbal turn-giving cues

Use appropriate topic control strategies to expand onesresponses, to emphasize a point, and to evade possiblemisinterpretations

Use a variety of ways to begin a panel discussion,introduce the discussion topic, summarize the discussion,and terminate the discussion

Ask and answer different types of questions in a paneldiscussion

Use a variety of expressions to affirm, to negate, to seefurther clarification, and to summarize points in a paneldiscussion

7/28/2019 English CG (Gr 7-8)

9/47


ENGLISH 9

Vocabulary

Enhancement

(Subsumed in all

domains)

Quarter 1

The learnerdemonstrates understandingof the appropriate use offamiliar, colloquial, and

idiomatic expressions indifferent communicationsituations.

Quarter 1

Thelearnerappropriately usesexpressions:

familiar, colloquial,idioms in a casualor informal

conversation/

dialogues.

Quarter 1

Establish semantic relationships of words as well as familiar,colloquial, and idiomatic expressions.

Determine words or expressions in a selection that are

similar or opposite.Determine words or expressions in a selection that havecausal or associative relations.

Determine words or expressions in a selection that havetime (temporal) or place (locative) relations.

Distinguish between familiar and colloquial expressionscommonly used in casual or informal conversations.

Distinguish between colloquial language and slang.

Use appropriate idiomatic expressions in a variety of basicinterpersonal communicative situations.

Select an appropriate familiar, colloquial, or idiomatic wordor expression as a substitute for another word orexpression.

Explain why familiar, colloquial, and idiomatic expressionsare used more often in oral communication.

Quarter 2

The learnerdemonstratesunderstanding of thevarious academic andfigurative language toenable him/her to

Quarter 2

The learnercreatively preparesa scrapbook ofpoems and othertexts highlightingfigurative language.

Quarter 2

Establish semantic relationships of words including figurativeand academic language.

Distinguish between literal and figurative expressions.

Identify figures of speech that show comparison (simile,

7/28/2019 English CG (Gr 7-8)

10/47


ENGLISH 10

understand underlyingmeanings of selectionsread or passages listenedto.

metaphor, and analogy).

Identify figures of speech that show contrast (irony,oxymoron, and paradox).

Identify figures of speech that show emphasis (hyperbole

and litotes).

Differentiate figurative language from academic language.

Explain the three functions of academic language: todescribe complexity, to describe higher order thinking, andto describe abstraction.

Quarter 3

The learnerdemonstratesunderstanding ofcollocations as a means ofexpressing ones self andclustering words to widenones vocabulary that willaid in meaningful andworthwhile communication.

Quarter 3

Thelearner accuratelypresents semanticorganizers to showcategorization andclustering of wordsor expressions.

Quarter 3

Identify collocations and arrange words or expressions incategories and clusters.

Identify collocations used in a selection.

Identify the common forms of collocations: (a) adverb +adjective, (b) adjective + noun, (c) noun + noun, (d) noun+ verb, (e) verb + noun), (f) verb + expression withpreposition, and (g) verb + adverb.

Explain why collocations are useful in making the meaningof expressions clearer.

Determine words or expressions in a selection with genus-species (hyponymous) relations

.

Determine words or expressions with part-whole (partitive)relations

Devise categories and sub-categories to cluster ideas.

7/28/2019 English CG (Gr 7-8)

11/47


ENGLISH 11

Use a variety of semantic organizers to showcategorization and clustering of words or expressions.

Quarter 4

The learnerdemonstrates understanding

of analogies and word clinesthat helps in determiningrelationship of words andexpressions within apassage and in enrichingones vocabulary.

Quarter 4

The learnerproficiently writes a

version of a passageor dialogue usingvocabulary in specificfields and for differentpurposes.

Quarter 4

Analyze analogies and arrange words or expressions in clines.

Determine the relationship of words or expressionsarranged in analogies.

Supply other words or expressions that complete ananalogous series of words or expressions.

Identify words or expressions that have multiple meanings(homonymous or polysemous words or expressions).

Identify words or expressions used in a selection thatshow varying shades of meaning (gradients).

Identify common categories of clines that are useful inlearning vocabulary in specific fields.

Create or expand word clines.

Explain how analogies and clines enrich ones vocabulary.

Reading and

Comprehension

Quarter 1

The learnerdemonstrates understandingand appreciation of variousliterary and informative textswith emphasis on Philippinefolk literature to developbetter understanding of thehuman condition and theenvironment.

Quarter 1

The learnerproduces acreativecompilation ofPhilippine folkliterature and drawsout in them inherentFilipino values to bepresented in a

Quarter 1

Use different reading styles (scan, skim, read closely,etc.) to suit the text and ones purpose for reading

Scan for specific information

Skim rapidly for major ideas using headings as guide

Read closely to find answers to specific questions, note

sequence of events, etc.

7/28/2019 English CG (Gr 7-8)

12/47


ENGLISH 12

personally preferredformat.

Use non-linear visuals as comprehensive aids in content

texts

Transcode orally and in writing the information presentedin diagrams, charts, table, graphs, etc.

Give the meaning of signs and symbols used (road signs,prohibited signs, etc.) and evaluate their effectiveness

Locate places and follow directions using a map

Quarter 2

The learner

demonstratesunderstanding of theinteresting accounts ofpeoples ideas, feelings,and values pertinent to thedevelopment of their cultureand society using the mostappropriate sources ofinformation and technologywith emphasis on Philippineliterature in English and

other text types.

Quarter 2

The learner

retells a storycreatively usingappropriate sourcesof information,multimedia andtechnology.

Quarter 2

Use appropriate mechanisms/tools in the library for

locating resources

Use the card catalogue, the online public access catalogue,or electronic search engine to locate specific resources

Get information from the different parts of a book and fromgeneral references in the library

Gather current information from newspapers and otherprint and non-print media

Locate and synthesize essential information found in anytext

Distinguish the statement of facts from beliefs

Evaluate the accuracy of the information

7/28/2019 English CG (Gr 7-8)

13/47


ENGLISH 13

Draw conclusions from the set of details

Point out relationships between statements

Quarter 3

The learner

demonstrates understandingof the distinct features andthe development of Filipinoancient poetry, theirelements and the poeticdevices using theappropriate language formsand functions.

Quarter 3

The learner

interpretatively andproficiently performsin a choralreading.

Quarter 3

Use ideas and information gained from previous

readings and personal experiences to better understand a text

Use background knowledge or schema as basis forconjectures and hypothesis made while reading a text

Synthesize previous learnings with new insights

Use illustrations to activate background knowledge and toget a pictorial representation of what is discussed in a text

Conduct a covert dialogue with the writer as a basis forformulating and modifying hypotheses

Formulate and modify hypotheses based on information

Distinguish fact from opinion, fantasy from reality

React to assertions made in the text

Make predictions and anticipate outcomes

Quarter 4

The learnerdemonstrates understandingof the distinctive features ofessays and other text typesused by the Filipino authorsto present lessons learnedfrom experiences and

Quarter 4

Thelearner writesvividly a personal/reflective essaythat expressesmeaningful viewsand insights based

Quarter 4

Use varied text types to develop extensive reading skills

Interpret instructions, directions, notices, rules andregulations correctly

Make generalizations and significant abstractions fromdifferent text types

7/28/2019 English CG (Gr 7-8)

14/47


ENGLISH 14

personal observations. from the differenttexts read.

Thelearner writes asummary in book

report.

Distinguish between general and specific statements

Sequence/reorganize ideas or information

Cite evidences to support a general statement

Organize information read into an outlineUse structural, lexical and contextual devices in deriving

the meaning of unknown words and ambiguous andinformation-dense discourse

Identify the sense and reference of words in reading textsfor a better understanding of the selection

Literature Quarter 1


of how the structure andcontent of various literarytypes (Philippine literature)reflect the ideals, beliefs,culture and experiences ofthe Filipino people toexpress one identity andcultural heritage.

Quarter 1

The learnerproficiently

compilesPhilippine FolkLiterature statingthe valuesunderscored in theliterary pieces.

Show understanding and appreciation of various literarytypes e.g. stories (legends, fables, myths, folktales), poems,essays, dramas (with emphasis on Philippine literature)

Identify the elements of a literary form which distinguishesit from other literary forms: short story, poem, essay,drama

Explain the characteristics of fables, legends, myths,folktales

Point out the authors technique for characterization

Determine the text structure of essays

Explain poetic devices, use of local color, figurativelanguage and sensory images in literary forms

7/28/2019 English CG (Gr 7-8)

15/47


ENGLISH 15

Quarter 2

The learnerdemonstrates understandingof the distinctive features,aesthetic elements and

underlying objectives ofvaried literary and other texttypes of Philippine literaturebetter understanding ofhuman condition and theenvironment.

Quarter 2

The learnerinterpretatively andproficientlyperforms in an

excerpt of a playor dramahighlighting humanrights.

Quarter 2

Discover literature as an art form serving as a means ofdeveloping better understanding of human condition andthe environment

Express appreciation of ones identity and culturalheritage

Show appreciation for worthwhile local traditions andpractices expressed in Philippine literature and the values theyrepresent

Discover literature specifically Philippine literature as a

means of highlighting human rights in varied genres

Express appreciation of literature expressive of the Filipinoidentity

Quarter 3


of distinct features ofnarrative, lyric and dramaticpoetry, their elements andthe poetic devices inPhilippine literature andother text types for betterunderstanding of Philippineculture.

Quarter 3

Thelearner creatively

interprets a poemthrough a tableau

Quarter 3

Determine the conflicts presented in literature /viewingselections and the need to resolve those conflicts in a non-

violent way

Infer motives, attitudes and values of a character fromwhat the person does (action/manner) says and whatothers say about him/her

Anticipate events and outcomes from a series of details or

7/28/2019 English CG (Gr 7-8)

16/47


ENGLISH 16

acts

Single out events that form the plot of a short story

Express appreciation of sensory images in literary forms

Quarter 4

The learnerdemonstrates understandingof the basic features, parts,structure, and pattern ofdevelopment that make toneand style of Philippineessays to appreciate Filipinocultural values underscoredin Philippine literature.

Quarter 4

The learnerparticipates in aliterary characterparade showcasingFilipino culturalvalues andeconomicdevelopment.

Quarter 4

Discover through Philippine literature the need to workcooperatively and responsibly in todays global village

Take note of Filipino cultural values underscored in Philippineliterature

Show whether a literary piece affirms, modifies or changesones value system

Note the values underscored by the writer in literary pieces

Distinguish literature as a means of gaining vicariousexperiences

Viewing

Comprehension

Quarter 1

The learnerdemonstrates understandingof the different text types

and genres of programs toeffectively derive informationand make this informationmeaningful.

Quarter 1

The learnerproduces programportfolio that

monitors theirprogress as viewersin terms of interest,preference, andreflections onindividual viewingbehaviors.

Extract information from a program viewed

Organize information from a program viewed

Distinguish basic genres of program viewed

Validate the information derived from the genres of theprogram viewed

Observe details, sequence and relationships of events

Narrate events logically

Form mental images of the information conveyed by a

program viewed

7/28/2019 English CG (Gr 7-8)

17/47


ENGLISH 17

Raise questions about a program viewed

Answer the questions raised from a program viewed

Quarter 2

The learner

demonstrates understandingof the various analytical andevaluative techniquesemployed in critical viewing.

Quarter 2

The learner

produces areactionpaperof aprogram viewed.

Quarter 2

Grasp the message conveyed by a program viewed

Form mental images of the information conveyed by a

program viewed

React appropriately to a program viewed

Decode meaning of unfamiliar words

Follow a series of directions while viewing

Give the big ideas or key concepts from gestures of

interlocutors

Quarter 3

The learnerdemonstrates understandingof how viewing conventionsaffect the way viewersgrasp, interpret, andevaluate the meaning of aprogram viewed.

Quarter 3

The learnerwrites anevaluation paperof a programviewed.

Quarter 3

Determine reality and fantasy from a program viewed

Compare television content to outside sources ofinformation

Determine ones own television-viewing behavior

Discuss the principles of lay outing in a viewing materialQuarter 4

The learnerdemonstrates understandingof how viewing conventionsaffect the way viewersgrasp, interpret, andevaluate the meaning of aprogram viewed.

Quarter 4

The learnerpresents a reviewof a program

incorporatingviewingconventions.

Quarter 4

Discuss the principles of lay outing in a viewing material

Discriminate between and among colors and how they

symbolize ideas

Distinguish basic camera functions

Verify how symmetry provides balance

7/28/2019 English CG (Gr 7-8)

18/47


ENGLISH 18

Identify the concept of perspective through vantage points

in viewing

Writing Quarter 1

The learner

demonstrates understandingof written modes ofparagraph development withemphasis on the basicfeatures and kinds ofparagraph development toproduce a simple text.

Quarter 1

The learner

writes a retell of amyth or a legend.

Quarter 1

Distinguish between oral and written modes of language usewith emphasis on their exclusive features and properties.

Compare and contrast the basic features and kinds ofparagraph

Recognize the features of literary writing and academicwriting

Recognize the common purposes for writing

Recognize the parts of a simple paragraph based onwriting purpose

Follow steps in crafting a simple paragraph of five to sevensentences

Retell a chosen myth or legend in a series of three five-to-seven-sentence paragraphs

Revise a series of simple paragraphs in terms of content,style, and mechanics collaboratively and independently

Quarter 2

The learnerdemonstratesunderstanding of writingpersonal narratives andother text types usingappropriate literary andcohesive devices to

Quarter 2

The learnerwrites a well-thought-out personal narrativerevolving on aparticular personaladvocacy.

Quarter 2Compose short personal narrative texts using appropriateliterary and cohesive devices.

Identify features of narrativewriting.

Distinguish between and among a journal entry, ananecdote, a travelogue, a personal letter, and a blog entry

.

7/28/2019 English CG (Gr 7-8)

19/47


ENGLISH 19

produce a unified text. Compose a series of journal entries.

Compose an anecdote based on a significant personalexperience.

Compose a travelogue.

Compose a personal letter to a friend, relative, and otherpeople.

Compose and upload a blog entry based on a particularpersonal topic of interest.

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

Quarter 3


understanding of the features

and elements of

personal essays, and feature

articles to write for a variety

of audiences.

Quarter 3

The learner writes a

moving

personal/reflective

essay.

Quarter 3

Organize information into short written discourse usingappropriate literary and cohesive devices.

Analyze the features and basic types of short writtenpersonal/reflective essays.

Distinguish between and among a capsule biography,biographical sketch, and feature article.

Organize information gathered from primary andsecondary sources using a graphic organizer.

Organize information gathered from primary andsecondary sources using a simple topic outline

.

Compose a capsule biography of a person interviewed.

7/28/2019 English CG (Gr 7-8)

20/47


ENGLISH 20

Compose a biographical sketch of an interviewed personwhose backgrounds were also researched.

Compose a feature article based on a personally selectedtopic.

Revise a piece of short personal writing in terms ofcontent, style, and mechanics collaboratively andindependently.

Quarter 4

The learnerdemonstrates understandingof how to use persuasivedevices to construct basiccommunication materials.

Quarter 4

The learnercreativelyconstructs basicmasscommunication

materials such asprint, radio, and TVads andcampaigns.

Quarter 4

Use persuasive devices to express opinion and to constructbasic mass communication materials.

Formulate a statement of opinion or assertion.

Recognize the elements and features of print, radio, TV,and ads and campaigns

.

Use basic persuasion techniques to create a print ad andcampaign: association, bandwagon, testimonials, fear,humor, bribery, intensity, and repetition.

Polish and revise the components of a persuasive materialin terms of content, style, and mechanics collaboratively

Grammar Quarter 1

The learnerdemonstrates understandingof the set of structural rulesin English language thatgovern the composition ofwords, phrases, and clauses

Quarter 1

The learnercommunicateseffectively in oraland written formsusing the correctgrammatical forms

Quarter 1

Formulate grammatically correct sentences

Observe rules on subject-verb agreement.

Observe consistent tense.

7/28/2019 English CG (Gr 7-8)

21/47


ENGLISH 21

to communicate effectivelyin oral and written formsusing the correctgrammatical structures ofEnglish.

and structures ofEnglish

Observe rules on pronoun-antecedent agreement.

Formulate correct simple sentences.

Formulate compound sentences.

Quarter 2

The learnerdemonstrates understandingof the set of structural rulesin English language thatgovern the composition ofwords, phrases, and clausesto communicate effectivelyin oral and written formsusing the correctgrammatical structures ofEnglish

Quarter 2

Thelearnercommunicateseffectively in oraland written formsusing the correctgrammatical formsand structures ofEnglish

Quarter 2

Expand grammatically correct sentences

Use correct determiners.

Use varied noun complementation forms.

Use varied verb complementation forms.

Formulate meaningful kernel sentences.

Formulate embedded sentences.

Employ a variety of cohesive devices in composing shortpersonal narratives.

Quarter 3

The learner

demonstrates understandingof the set of structural rulesin English language thatgovern the composition ofwords, phrases, and clausesto communicate effectivelyin oral and written formsusing the correctgrammatical structures of

Quarter 3

The

learnercommunicateseffectively in oraland written formsusing the correctgrammatical formsand structures ofEnglish

Quarter 3

Formulate meaningful and grammatically correct

speech forms.

Formulate meaningful question forms.

Formulate meaningful short answers.

Formulate meaningful reply questions.

Formulate direct speech forms.

Formulate reported speech forms.

7/28/2019 English CG (Gr 7-8)

22/47

K to 12 Curriculum Guide version as of December 2012 ENGLISH 22

English Employ a variety of cohesive devices in composing short

Quarter 4

The learner

demonstrates understandingof the set of structural rulesin English language thatgovern the composition ofwords, phrases, and clausesto communicate effectivelyin oral and written formsusing the correctgrammatical structures ofEnglish

Quarter 4

The

learnercommunicateseffectively in oraland written formsusing the correctgrammatical formsand structures ofEnglish.

Quarter 4

Use simplified and grammatically corrects

expressions.Observe proper tense simplification rules.

Use appropriate auxiliary and modal verbs.

Use persuasive language forms or expressions.

Use varied adjective complementation forms.

Attitude towards

language, literacyand literature

(Subsumed in all

domains)

Quarter 1 Quarter 1 Quarter 1




Study Strategies

(Subsumed in

Reading,

Literature, and

Writing)


7/28/2019 English CG (Gr 7-8)

23/47





Note: Vocabulary Enhancement, Attitude and Study Strategies are integrated in other literacy domains.

7/28/2019 English CG (Gr 7-8)

24/47


K TO 12 CURRICULUM GUIDE IN ENGLISH

GRADE 8

PROGRAM STANDARD: The learner demonstrates communicative competence and multiliteracies 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 multiliteracies 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.

DOMAINS OF

LITERACY

CONTENT STANDARD PERFORMANCE

STANDARD

LEARNING COMPETENCIES

Listening

Comprehension

Quarter 1


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.

Quarter 1

The learner accurately

produces a schematic

diagram to note and

give an account of the

important details in

long narratives or

descriptions listened

to.

Quarter 1

Recognize prosodic features: stress, intonation andpauses serving as carriers of meaning that may aid orinterfere in the delivery of the message in stories andinformative texts

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

Recognize changes in meaning signaled by stress,

intonation and pauses

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

7/28/2019 English CG (Gr 7-8)

25/47


Quarter 2


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 .


understanding of adjustinglistening strategies (marginal,

selective, attentive, critical) in

relation to the main purpose

of listening, ones familiarity

with the topic and difficulty of

the text describing a process

and narrating longer stories

to suit the listening text and

task.

Quarter 2

The learner creates an

audio video

presentation

highlighting the core

message of a text

listened to.

Quarter 2

Employ appropriate listening skills when listening todescriptive and long narrative texts(e. g. making predictions, noting the dramatic effect of

sudden twists, etc.)

Employ projective listening strategies with longerstories

Listen to determine conflicting information aired overthe radio and television

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

Quarter 3


understanding in validating

information, opinions, or

assumptions made by a

Quarter 3

The learner proficiently

writes an editorial

article concerning an

issue raised by the

Quarter 3

Determine the persons being addressed in aninformative talk, the objective/s of the speaker and his/herattitude on the issues

Use attentive listening strategies with informative

7/28/2019 English CG (Gr 7-8)

26/47


speaker to arrive at sound

decisions on critical issues.

speaker in a text

listened to.

texts

Note clues and links to show the speakers stand andassumptions

Listen for clues and links to show the speakers trainof thoughts

Determine the stand of the speaker on a givenissue Listen to get the different sides of social, moral,and economic issues affecting a community

Quarter 4

The learner

demonstrates understandingof how the orchestration of

harmony, unison, rhythm and

the structure of narratives

and other text types enable

him or her to appreciate their

richness.

Quarter 4

The learner creatively

renders a choricinterpretation of a text

listened to

Quarter 4

Process speech delivered at different rates by makinginferences from what was listened to

Use syntactic and lexical clues to supply items notlistened to

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

Express appreciation for texts orally interpreted notingharmony, unison, and rhythm.

Listen to appreciate the tune and the narrativestructure of ballads

Listen to appreciate harmony, unison, and rhythm inchoric interpretations.

7/28/2019 English CG (Gr 7-8)

27/47


Oral Language

and Fluency

Quarter 1

The learnerdemonstratesunderstanding of how tospeak in clear, correct

English appropriate for acertain situation, purposeand audience.

Quarter 1

The learneractively participatesin a conversationaldialogue about

school/environmentalissues or any currentsocial concerns.

Quarter 1

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

o Express feelings and attitudes by utilizingcontrastive stress and variations of tone and tempo

o Use stress, intonation, and juncture to signalchanges in meaning

Quarter 2

The learnerdemonstratesunderstanding of the variousmeans on how figurativeand academic language canbe used in variouscommunication settings.

Quarter 2

The learnerjoins actively in apanel discussionon a current issue orconcern.

Quarter 2

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

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

Make inquiries

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

Highlight important points in an informative talk usingmulti-media resources

Quarter 3


Quarter 3


Quarter 3

Use appropriate turn-taking strategies (topic nomination,

7/28/2019 English CG (Gr 7-8)

28/47


understanding of using turn-

taking strategies in extended

conversations to effectively

convey information.

conducts a formal,

structured interview

of a specific subject.

topic development, topic shift, turn-getting, etc.) inextended conversations

Interview persons to get opinions about certainissues

Respond orally to ideas and needs expressed inface-to-face interviews in accordance with the intendedmeaning of the speaker

Use communication strategies (e.g. paraphrase,translations, and circumlocution) to repair breakdown incommunication

Quarter 4


understanding of speech

functions and forms as

indicators of meaning.

Quarter 4

The learner

competently delivers

an informative

speech using multi-

media resources to

highlight important

points.

Quarter 4

Arrive at a consensus on community issues by assessingstatements made

React to information obtained from talks

Interview persons to get their opinions about socialissues affecting the community

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

Infer the function/s of utterances and respondaccordingly taking into account the context of thesituation and the tone used

Vocabulary

Enhancement

Quarter 1

The learner

Quarter 1

The learner

Quarter 1

Develop strategies for coping with unknown words

7/28/2019 English CG (Gr 7-8)

29/47


(Subsumed in all

domains)

demonstratesunderstanding of thestrategies for coping withthe unknown words andambiguous sentencestructures and discourse to

arrive at meaning.

creatively produces an

e-portfolio of

vocabulary illustrating

the use of varied

strategies.

and ambiguous sentence structures and discourse

o Differentiate between shades of meaning byarranging words in a cline

o

Guess the meaning of idiomatic expressions bynoting keywords in expressions, context clues,collocations, clusters, etc.

o Arrive at the meaning of structurally complex andambiguous sentences by deleting expansions to come upwith kernel sentences

Quarter 2

The learnerdemonstratesunderstanding of thestrategies for coping withthe unknown words andambiguous sentencestructures and discourse toarrive at meaning.

Quarter 2


prepares a

comparative log of

academic and

figurative language

reflected in documents

with the same themes.

Quarter 2

Develop strategies for coping with unknownwords and ambiguous sentence structures and discourse

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 unlockingvocabulary

o Arrive at the meaning of structurally complex andambiguous sentences by separating kernel sentences frommodification structures and expansions

7/28/2019 English CG (Gr 7-8)

30/47


Quarter 3

The learnerdemonstrates

understanding of thestrategies for coping withthe unknown words andambiguous sentencestructures and discourse toarrive at meaning.

Quarter 3


produces a frequency

word list.

Quarter 3

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

o

Identify the derivation of words

oDefine words from context and through word analysis(prefix, roots, suffixes

oUse collocations of difficult words as aids inunlocking vocabulary

Arrive at the meaning of structurally complex andambiguous sentences by separating kernel

sentences from modification structures andexpansions.

Quarter 4

The learnerdemonstratesunderstanding of thestrategies for coping withthe unknown words andambiguous sentencestructures and discourse to

arrive at meaning.

Quarter 4


produces a glossary

of words related to

specific disciplines.

Quarter 4

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

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 unlockingvocabulary

Arrive at the meaning of structurally complex andambiguous sentences by separating kernel sentences

7/28/2019 English CG (Gr 7-8)

31/47


from modification structures and expansionsReading and

Comprehension

Quarter 1

The learnerdemonstrates understandingof the different reading

styles to suit the text andones purpose for reading.

Quarter 1

The learner produces a

Reading Log showing

various entries like the

choice of readingmaterials, the type of

reading employed, etc.

Quarter 1

Adjust reading speed based on ones purpose for readingand the type of materials read

Use different reading styles to suit the text and onespurpose for reading

Scan rapidly for sequence signals or connectors asbasis for determining the rhetorical organization oftexts

Skim to determine the authors key ideas andpurpose by answering questions raised aftersurveying the text

Read closely to select appropriate details from aselection for specific purposes

Quarter 2

The learnerdemonstratesunderstanding of textualrelationships using non-linear forms and graphicsto obtain information from

linear and non-linear texts.

Quarter 2


uses advanced

organizers/

illustrations showing

textual relationships.

Quarter 2

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

Explain visual-verbal relationships illustrated in tables,

graphs, information maps commonly used in content area texts

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

Explain illustrations from linear to non-linear textsand vice versa

7/28/2019 English CG (Gr 7-8)

32/47


Organize information illustrated in tables, graphsand maps

Quarter 3

The learnerdemonstrates understandingof varied reading approachesto make sense and developappreciation for the differenttext types.

Quarter 3


produces a digital

chart of various text

types with clickable

features.

Quarter 3

Utilize varied reading strategies to process informationin a text

Recognize the propaganda strategies used inadvertisements and consider these in formulatinghypotheses

Distinguish between facts from opinions

Use expressions that signal opinions (e.g. seems, as Isee it)

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

Express emotional reactions to what was asserted orexpressed in a text

Employ approaches best suited to a text

Note the functions of statements as they unfoldand consider the data that might confirm/disconfirmhypothesis

Examine for bias

Determine the validity and adequacy of proofstatements to support assertions

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

7/28/2019 English CG (Gr 7-8)

33/47


Quarter 4

The learnerdemonstrates understandingof how to abstractinformation presented indifferent text types and tonote explicit and implicitsignals used by the writer.

Quarter 4

The learner prepares

an abstract of a text

read.

Quarter 4

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

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

Abstract information from the different text types by notingexplicit and implicit signals used by the writer

Interpret instructions, directions, notices, rules andregulations

Locate and synthesize essential information foundin 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.

Literature Quarter 1

The learner

Quarter 1


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

7/28/2019 English CG (Gr 7-8)

34/47


demonstratesunderstanding of thedifferent genres through thetypes contributed by Afro-

Asian countries to expressappreciation for Afro-Asian

heritage.

and proficiently

performs in a choral

reading of a chosen

Afro-Asian poem.

Discover through literature the symbiotic relationshipbetween man and his environment and the need of theformer to protect the latter

Demonstrate a heightened sensitivity to the needs of

others for a better understanding of man

Discover through literature the links between ones lifeand the lives of people throughout the world

Highlight the need for a more just and equitabledistribution of resources

Quarter 2

The learnerdemonstratesunderstanding of howsignificant humanexperiences are bestcaptured in various literaryforms that inspire humans tobring out the best in them.

Quarter 2


compiles Afro-Asian

literary pieces as

accounts of

experiential learning.

Quarter 2

Show understanding and appreciation for the differentgenres with emphasis on types contributed by Asiancountries (i.e. Haiku, Tanka, etc.)

Point out the elements of plays and playlets

Determine the macro discourse patterns of essays andthe macro discourse signals used to establish meaning

relationships in the essayDetermine the authors tone and purpose for writing theessay

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

Explain figurative language used

7/28/2019 English CG (Gr 7-8)

35/47


Express appreciation for sensory images in literaryforms

Show understanding of the text by paraphrasingpassages

Quarter 3

The learnerdemonstratesunderstanding of thedifferent genres to heightenliterary competence.

Quarter 3


critical review of

articles with the same

themes but different

genres.

Quarter 3

Discover Philippine and Afro Asian literature as a meansof expanding experiences and outlook and enhancingworthwhile universal human values

Express appreciation for worthwhile Asian traditionsand the values they represent

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

Asian

Identify oneself with other people through literaturetaking note of cultural differences so as to get to the heartof problems arising from them

Quarter 4

The learnerdemonstratesunderstanding of howliterature mirrors therealities of life and depictshuman aspirations.

Quarter 4

The learner produces

an e-literary folio which

captures significant

human experiences.

Quarter 4

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

Discriminate between what is worthwhile and whatis not through literature

Distinguish as positive values humility,resourcefulness, self-reliance and the ability to look intooneself, and accept ones strengths and weaknessess

7/28/2019 English CG (Gr 7-8)

36/47


Viewing

Comprehension

Quarter 1

The learnerdemonstrates

understanding of thedifferent text types andgenres of programs viewedto effectively deriveinformation and findmeaning in them

Quarter 1


program portfolio that

monitors his/herprogress as a viewer

(in terms of interest,

preference, and

reflections on individual

viewing behaviors).

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 aprogram viewed

Respond to questions raised in a program viewed

Quarter 2

The learner

demonstratesunderstanding of thedifferent text types andgenres of programs viewedto effectively deriveinformation and findmeaning in them.

Quarter 2

The learner effectively

writes reactions tomovies viewed. (movie

review)

The learner presents a

review of a program

viewed.

Quarter 2

Discern positive and negative messages conveyed by a

program viewed

React appropriately and provide suggestions based onan established fact

Decode the meaning of unfamiliar words using structuralanalysis

Follow task- based directions shown after viewing

Interpret the big ideas/key concepts implied by the facial

expressions of interlocutors

Quarter 3

The learnerdemonstratesunderstanding of the variousanalytical and evaluativetechniques employed in

Quarter 3


reaction paperto a

program viewed.

Quarter 3

Analyze the elements that make up reality and fantasyfrom a program viewed

Compare and contrast ones own television-viewingbehavior with other viewers viewing behavior

7/28/2019 English CG (Gr 7-8)

37/47


critical viewing.

Organize an independent and systematic approach incritiquing various reading or viewing selection

Quarter 4

The learnerdemonstratesunderstanding of howviewing conventions affectthe way viewers grasp,interpret, and evaluate themeaning of a programviewed.

Quarter 4

The learner puts up a

model television

production

incorporating viewing

conventions.

Quarter 4

Recognize the principles of lay outing in viewing amaterial

Explore how colors appeal to viewers emotions

Identify basic camera angles

Ascertain how balance created by symmetry affectsvisual response to a program viewed

Differentiate between vantage points and viewing

Writing Quarter 1

The learnerdemonstrates understandingof giving valuable personalinformation and informationon social events and issuesby accomplishing differentforms to effectively functionin school and in community..

Quarter 1

The learner

proficiently prepares a

brochure on the

dangers of

smoking/drugs and

other social issuesand concerns.


personal narratives.

Quarter 1Accomplish 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, advertisementsthat relate to social events

7/28/2019 English CG (Gr 7-8)

38/47


The learner creates a

blog on the internet

commenting on

social/economic issues

and concerns.

Quarter 2

The learnerdemonstrates understandingof the power of languagestructures and forms inshaping peoples reactions,perceptions, points of view,and beliefs in local, national

and global communities.

Quarter 2

The learnerconducts

an opinion poll,

interprets, and

presents the findings

having a local-based or

national issue as

reference.

Quarter 2

Use non-linear texts and outlines to show relationshipsbetween ideas

Transcode ideas from texts to concept maps

Make a write-up of ideas presented in conceptmaps

Use three-step words, phrasal and sentenceoutlines to organize ideas

Transcode information from linear to non-linear texts andvice 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 inthe preparation of a research paper

Quarter 3

The learnerdemonstrates understandingof how to have a good

Quarter 3


an e-journal of poetry

Quarter 3

Use specific cohesive and literary devices to constructintegrative literary and expository reviews, critiques, researchreports, and scripts for broadcast communication texts,

7/28/2019 English CG (Gr 7-8)

39/47


command and facility of theEnglish Languagenecessary to producewriting in different genresand modes.

& prose entries with

emphasis on content

and writing style.

including screenplays

Produce different text types and sub-types

Expand ideas in well-constructed paragraphsobserving cohesion, coherence and appropriate modes ofparagraph development

Give and respond to feedback on ones paper in therevision process

Use grammatical structure and vocabulary neededto effectively emphasize particular points

Use appropriate modes of paragraph developmentto express ones ideas, needs, feelings andattitudes

Use a variety of cohesive devices to make theflow of thoughts from one sentence to anothersmoothly and effortlessly

Write short personal narratives to support anassertion

Organize information gathered from primary andsecondary sources using a graphic organizer anda simple topic outline

Do self and peer editing using a set of criteria

Revise a piece of short personal writing in terms ofcontent, style, and mechanics collaboratively andindependently.

7/28/2019 English CG (Gr 7-8)

40/47


Quarter 4

The learnerdemonstrates understandingof how to have a goodcommand and facility of theEnglish Language necessaryto produce writing in differentgenres and modes.

Quarter 4

The learner makes a

write-up of an

interview.

Quarter 4

Organize ones thoughts and adopt the appropriatewriting style in letters, resumes, critiques, etc. using

appropriate styles (formal and formal)and audience inmind

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

Write reflections on learning experiences in diary andjournal entries

Write summaries of books read

Employ varied strategies (condensing, deleting,combining, embedding) when summarizing materialsread

Write reactions to books read

Show respect for intellectual property rights byacknowledging citations made

Acknowledge citations by indicating in a bibliographysources used

7/28/2019 English CG (Gr 7-8)

41/47


Use writing conventions to indicate acknowledgementof resources

Use quotation marks or hanging indentations fordirect quotes

Use in-text citation

Arrange bibliographic entries of text cited from booksand periodicals

Grammar Quarter 1


understanding of well-constructed paragraphs

using appropriate modes of

development and language

structures to express ones

ideas, needs, feelings and

attitudes

The learner demonstratesunderstanding of how

language is instrumental in

communicating thoughts, and

feelings.

Quarter 1

The learner effectively

writes a personalnarrative or informative

text.


writes a description of

a process.

Quarter 1

Uses:

o varied adjective complementationo appropriate idioms, collocations, and fixed expressiono coordinatorso subordinatorso other appropriate devices for emphasis

Formulates:

o correct complex and compound-complex sentenceso correct conditional statementso appropriate parenthetical expressions

o meaningful expanded sentence (followingbalance, parallelism, and modification)

Quarter 2

The learner

Quarter 2 Quarter 2

7/28/2019 English CG (Gr 7-8)

42/47


demonstratesunderstanding of howgrammatically correctsentences ensure aneffective discourse.

The learnerdemonstratesunderstanding of how theknowledge of grammarenables one tosuccessfully deliverinformation.

The learner composes

a meaningful and

grammatically correct

composition.


progress/ interim report

of a program or

advocacy

Uses:

o varied adjective complementationo appropriate idioms, collocations, and fixed expressiono coordinatorso subordinators

other appropriate devices for emphasis

formulates:o correct complex and compound-complex sentenceso correct conditional statementso appropriate parenthetical expression

meaningful expanded sentence (following balance, parallelism,

and modification)

Quarter 3

The learnerdemonstratesunderstanding of howthe use of StandardEnglish conventionsfacilitates interactionand transaction.

Quarter 3


produces a tourist

guide brochure

Quarter 3

Uses:



formulates:o correct complex and compound-complex sentenceso correct conditional statementso appropriate parenthetical expressions


and modification)

7/28/2019 English CG (Gr 7-8)

43/47


Quarter 4

The learnerdemonstrates understandingof the set of structural rules

that govern variouscommunication situations.

Quarter 4

The learner

innovatively presents

an Ad promoting a

government bill or acity ordinance.

Quarter 4

Uses:



formulates:o correct complex and compound-complex sentenceso correct conditional statementso appropriate parenthetical expressions


and modification)

Attitude towards

language, literacy

and literature

(Subsumed in all

domains)

Quarter 1

Ask sensible questionson his/her initiative

Quarter 2

Express a differentopinion without beingdifficult

Quarter 3

Give credence to

7/28/2019 English CG (Gr 7-8)

44/47


well-though out ideas

Quarter 4

Set new goals forlearning on the basisof self- assessment

madeStudy Strategies

(Subsumed in

Reading,

Literature, and

Writing)

Quarter 1

The learner


of how to gather data using

library and electronic

resources to locate

information that bring about

diversity and/or harmony

among Afro Asians throughthe study of their traditions

and beliefs.

Quarter 1

The learner

creatively writes an

interesting Cultural

Report.

Quarter 1

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

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

Quarter 2

The learner


of how proper citations of

references and materials used

establish the credibility of a

report or a research paper.

Quarter 2

The learner

produces research

appendices following

the correct citation

entries and format

Quarter 2

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

Quarter 3

The learner


of how information gathering

skills and data collection

Quarter 3

The learner

produces a clip report

on the various sources

Quarter 3

Derive information from various text types and sources

using the card catalog, vertical file, index, microfiche (microfilm)

CD ROM, internet etc.

7/28/2019 English CG (Gr 7-8)

45/47


strategies ensure quality

research

of data collected Use locational skills to gather and synthesize informationfrom general and first-hand sources of information

Get vital information from various websites

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

Quarter 4

The learner


of how the employment of

study strategies coupled with

research skills lead to a well-

written paper

Quarter 4

The learner

produces a research

paper based on school/

community problem.

Quarter 4

Use multi step word and phrasal outlines to organizeideas

Engage in systematic conduct of a research by goingthrough series of processes

Organize logically information gathered

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

7/28/2019 English CG (Gr 7-8)

46/47


7/28/2019 English CG (Gr 7-8)

47/47


english cg (gr 7-8)

Documents