Topics for English Grades 4-7 Compiled and arranged by Zeena A. Panares

(RBEC) English Topics - Grade 4

TOPICS Listening Speaking Reading Writing

Intonation, story and poem read-alouds, spelling silent letters

1. Intonation

2. Identifying the stressed syllable in words

3. Knowing how pauses in sentences change meaning of sentence

1. Use words with stressed, unstressed parts in sentences

1. Read unfamiliar words phonetically

2. Read stories/poems aloud with correct stress and intonation

3. Use the dictionary: stress marks, choose appropriate meaning, locate words with guide or root words

1. Write the correct spelling of words with stressed and unstressed syllables

- words with silent letters - words ending in –ph sounded as f

Giving and writing directions

4. Follow 3-4 step directions heard

2. Give directions using first, second, etc.

4. Read and understand instructions from life: medicine dosage, experiments, prescription

2. Write sentences /paragraphs giving simple directions in doing something

Conversa-tion and listening

5. Get info from conversation heard

3. Use courteous expressions in different situations: telephone, greeting someone

4. Answer questions using because, so that, in order

10. Write utterances /expressions on Situations /blank comic strip presented: Thank you! You’re great!

Getting the main ideas of text and plural form of nouns

6. Get main idea of story listened to

7. Note details in story/article listened to

5. Use the plural form of nouns in sentences

-nouns ending in f

- use expressions denoting quantity like a lot of, some,

6. Get main idea of 2 par. Text: implied or explicit main idea, give a title for piece, skim general idea, read aloud favourite parts

etc.

6. Use possessive form of singular nouns: Renato’s bag

7. Use possessive form of plural nouns: the boy’s shirt

New words and sentence, paragraph writing

8. Use a variety of sentences as to structure

- declarative

- interrogative

- imperative

- exclamatory

9. Construct simple sentences with modifiers and compliments

5. Learn new words through: knowing the affixes, compound words, context cues, synonyms, antonyms and homonyms

3. Write from dictation: correct spelling, indenting, capitalization and punctuation marks. Dictate sentences and short paragraphs

Classify, organizing and outlining ideas-pronouns and verbs

8. Classify related ideas to a story/article listened to

9. Sequence events based on story/article listened to

10. Use object pronouns (me, him, her, us, them, you)

11. Use the object pronoun that agrees in number with its antecedent

12. Use the different verb forms (regular and irregular)

- present form

- past

- future

13. Use the verb that agrees with the subject in number

7. Find related ideas to the central theme of text: answer all the Ws, setting, characters, etc., find adjectives and verbs

8. Organize ideas: Classify related ideas under one heading, identify/give heading and sub-heading for text read

9. Outline a 2 paragraph, a story, and use the outline as a way to retell the story

10. Sequence main events in a story, arrange events to make it a logical story: Time order,

6. Write a paragraph based on an outline

7. Write essays according to time and space

11. Write paragraphs – Descriptive and Narrative

4. Write a paragraph or short story from experience.

13. Write summary of story read: fable, fairy tale

space order or both

Cause and effect, reporting it-adverbs of place& time, prepositions, slogans and news

10. Report on a news article they heard

16. Use adverbs of place and time

17. Use prepositions and prepositional phrase: among, in a month

11. Identify events that have a cause and effect relationship

12. Give cause and effect relationship in what they read, Use the word because/so that to identify statements that show cause-effect

9. Compose riddles, slogans and announcements from given stimuli e.g. semantic maps, planned activities/programs

Infer and predict – adjectives

10. Predict the outcome of stories heard

12. Infer the feelings of the characters based on their dialogue (stress, intonation)

13. Give conclusions to situations/news/oral report heard

14. When listening, det. Whether it is fact or opinion

15. Evaluate ideas and make judgements on oral texts heard

14. Use words that describe persons, places, animals, events (adjectives)

15. Use the positive, comparative and superlative forms of regular adjectives

13. Give an appropriate ending for reading and justify it

14. Infer: character traits of selection read

15. Draw conclusions based on information given

15. Evaluate ideas: Tell whether an action or event is reality or fantasy

Distinguish between fact or opinion, Compare and contrast text information with prior knowledge

Evaluate the likelihood that a story could really happen

Determine an author’s perspective on the central topic

Do this every week

18. Talk about topics of interest in 5-6 sentences

5. Write using the correct format: thank you letter, invitation letter, letter of

congratulations

8. Write a variety of texts: letters, paragraphs using a variety of sentences, riddles, mottos, sayings

12. Write diaries and journals

Resources:

Reading and understanding directions given http://www.writersdigest.com/whats-new/write-a-how-to-article-in-6-easy-steps

(RBEC) English Topics - Grade 5

TOPICS Listening Speaking Reading Writing

Intonation, New words

1. Distinguish changes in meaning in sentences caused by shift in intonation

e.g. She’s coming.(plain statement)

She’s coming?(for confirmation)

2. Distinguish changes in meaning of words caused by stress shift

e.g. Please recórd (verb) the test result in the class record (noun)

1. Increase one’s speaking vocabulary

2. Pronounce words putting stress on the correct syllable

3. Use the correct intonation for statements and questions

1. Decode meaning of unfamiliar words

Decode words in stories using structural analysis: words with affixes, prefixes and suffixes

2. Identify the different information given to a word in a dictionary: syllabication, stress marks, multiple meaning of words.

3. Use synonyms and antonyms

1. Write the correct spelling of words learned in listening, speaking and reading

Giving and writing directions

2. Follow a series of directions (5 to 6 steps)

4. Use courteous expressions in conducting a club meeting

10. Use pronouns: Demonstrative (who, where, etc.), Reflexive (myself, herself, etc.)

11. Ask and answer questions about oneself/others: No + negative (No, I’m not.) rejoinder: Yes + positive rejoinder (Yes, I am.): positive stem + negative stem

It’s a puppy, isn’t it: negative stem + positive tag

4. Follow printed directions in filling up school forms and Information Sheet

2. Fill out school forms correctly - Information Sheet- Bank deposit and withdrawal slip

Details Getting the main ideas of text

3. Give titles to paragraph/stories listened to

4. Note details in a selection listened to: Make a story

grammar to remember, details (setting, character, events), Give implied ideas or information

6. Use plural form of nouns in talking about oneself/others, irregular nouns

8. Use a variety of sentences

- simple – compound - complex

9. Use possessive form of plural nouns, proper nouns ending in s or z

3. Get the main idea: Give heading to a set of related ideas, Identify the key sentence in a paragraph, Identify the details that support the key sentence, Skim to get a general idea on what the material is about

4. Note significant details, Identify the setting, characters and ending of stories read

5. Draw pictures of Incidents/characters from a selection heard, Identify oneself with a character in the story

5. Write rhymes/jingles related to the selection read

Organizing, cause-effect

5. Get information from news report heard. List down important ideas/events

6. Sequence events in the story listened to through groups of sentences

7. Identify cause/effect from statements/situations heard

16. Direct and indirect discourse: Direct –Lydia said, “Fe write a letter.”

Indirect –Lydia told Fe to write a letter.

Transform direct to indirect or vice versa

17. Change statement to question or vice versa: Nora writes a letter. -Does Nora write a letter?

5. Organize ideas: Identify the major ideas/concept in a selection, Organize the key sentence and supporting details into an outline

6. Make a two-point outline of a 2 to 3 paragraphs

7. Sequence the major ideas/concept in a selection

8. Perceive relationship- give possible causes to a given effect and possible effects to a given cause

3. Write a paragraph from the pictures drawn

- Beginning sentence - Middle - Ending 4. Arranging sentences according to order of time /importance in writing a paragraph

6. Write a 2-point sentence outline

Outcomes and predicting

8. Give justification to a possible ending to a story heard

9. Predict outcomes: Give possible endings to a selection, Give an appropriate ending to a selection

11. Draw conclusions based on information given

8. Write an ending to an incomplete story

Writing, reading and researching information from different sources

9. Identify action words/ descriptive words in sentences/paragraphs heard

12. Use the different verb forms: Simple present for general truth, Habitual past (use to + verb), Future (going to + verb), Use two-word verb

13. Use words that describe persons, places, animals, Ideas (adjectives): Use the positive, comparative and superlative forms of adjectives

13. Get information from newspapers- parts of a newspaper and information from each part

14. Use library resources to get information- Card catalog, Atlas, encyclopedia, Newspapers

12. Write different texts

- Narrative - Description - Appointments - Advertisements 9. Write - descriptive paragraph - letters of invitation/request - telegrams - announcements

14. Use descriptive words and phrases: as + adj. + as

15. Use adverbs: Adverbs of manner and frequency

Use words that can function as adjectives and adverbs

Use preposition + prepositional phrase

11. Write reported statements in paragraph form: direct discourse to indirect

Evaluate and infer

10. Evaluate and make judgments on oral texts presented orally

12. Evaluate ideas/make judgements: Identify facts/opinions in a selection read: Give opinions about information read

10. Infer: traits of character, the general mood of expression in a selection, how the story would turn out if some episodes were changed

10. Respond in writing based on stimuli- - result of an observation/ experiment - acceptance letter - descriptive/narrative

News and report writing

11. Report accurately information heard

5. Make simple and accurate descriptions and announcements

7. Retell selections listened to

7. Write reports from writing models - Science report - television shows - schools and community news

Do this every week

18. Talk about topics of interest in 7-8 sentences

(RBEC) English Topics - Grade 6

TOPICS Listening Speaking Reading Writing

Intonation, vocabulary through affixes, idioms, figurative language

1. Distinguish changes in meaning of sentences caused by stress e.g. This is your dress. (It’s yours.) This is your dress. (It’s definitely a dress.)

1. Increase one’s speaking vocabulary 1.1 Relay information accurately using different discourse (statement, questions, commands) 1.2 Use the correct intonation - Yes-No questions - Questions introduced by interrogatives

1. Decode meaning of unfamiliar words using - structural analysis - words with affixes

• prefixes and suffixes - the dictionary • words with multiple meanings

- context clues 1.1 Learn some common idioms 1.2 Use figurative language to describe people and events - Simile; Metaphor; Hyperbole

1. Write a composition showing - introduction - body - conclusion

Giving and writing directions

2. Follow a series of directions listened to - - labeling diagrams - completing a chart

2. Follow a series of directions in- - experiments - prescriptions - cooking

2. Write specific directions on given situations e.g. interpret a diagram/road map

Conversa-tion and listening

2. Use courteous expressions on appropriate situations - Participate in club meetings - Conducting an interview

(Z: Polite conversation, small talk)

12. Talk about topics of interest - use a variety of sentences - preposition and prepositional

8. Write a model composition - write about one’s feelings/reactions using the correct form of the verb

phrases

Getting the main ideas of text

3. Give the main idea of a selection listened to 4. Note details in selections listened to- - identify the setting, main and secondary characters, climax and ending of the story

3. Ask and answer questions using pictures/dialogues/comic strips 3.1 Change statements into questions 3.2 Use tag questions - negative and positive e.g. We get food from the forest, don’t we? You don’t buy junk food, do you?

4. Retell a selection listened to – - news broadcast - fiction stories 4.1 Read orally/recite poems cast for a verse choir 4.2 Give accurate announcements - Give a report based on an interview

3. Tell the big ideas/key concepts implied in each paragraph of the story read- 3.1 Give the details that support the big idea 3.2 State the main idea of a paragraph that is explicit or implied

4. Note significant details 4.1 Identify the events of the plot of a story, poem, short plays

4. Write a summary of what was read

Research 12. Use the library resources Effectively 12.1 Use card catalog, atlas, almanac, and other general references 12.2 Get information from newspapers and other references - Parts of a newspaper

Information one gets from each part

Sequencing, organizing and outlining ideas-nouns

5. Sequence events of a story listened to through guided questions

5. Use nouns- - plural of compound nouns, - gerunds 5.1 Use nouns that are plural in form but singular in meaning e.g. news, measles

5. Sequence the key concepts/big ideas to show wholeness of the story/selection 5.1 Use a story grammar to show sequence of episodes in a story

6. Organize ideas Make a heading/sub-heading for paragraphs in a selection Identify the key concept/ sentence that make up the story Identify the details, heading for an outline Make a three-point outline of an expository text read

5. Write from dictation 5.1 Reconstruct a dictated text by taking down important notes

Cause and effect – using sentences

6. Give possible cause/effect to situations/news stories heard

6. Use a variety of sentences as to structure

- simple • simple subject with compound predicate • compound subject and simple predicate • simple subject and compound predicate • compound predicate and compound subject - compound • using connectors and and but

7. Perceive relationship Tell the relationship expressed in the selection as to cause and effect Give other possible causes to a given effect and other effects to a given cause

6. Write reported statements in a story form 6.1 Change statements, questions, requests and commands to reported sentences

- complex • dependent and independent clause

Predict – pronouns and verbs

7. Analyze ideas as to what could happen next from stories heard 8. Make inferences 8.1 Infer the mood of certain events through the speaker’s actions/ intentions/utterances

7. Use indefinite pronouns 7.1 Use the verb that agrees with the indefinite pronouns

8. Use verbs 8.1 Use the different verb forms - present perfect form - active and passive voice - expressions about future plans – hope-can; wish, could if were

8. Predict outcomes 8.1 Give other events that could happen next 8.2 Draw pictures of incidents/characters that is possible to happen 8.3 Give possible endings to a Selection

7. Write an ending to a given Situation

Evaluate, infer and discern - adjectives

9. Evaluate and make judgments 9.1 Distinguish advertisement from propaganda

9. Use adjectives 9.1 Use descriptive words and phrases

- too + adj. + nominal e.g. too short for - adjective + enough e.g. old enough - two-word adjective e.g. two-story building

9.2 degree of comparison of irregular adjectives 9.3 adjectives in series

9. Infer - traits of character - the general mood of the selection - how the story would turn out if some episodes were changed - alternative actions taken by characters - alternative actions taken by

characters

9. Write an outline of a story read - Write a two to three point sentence outline

Drawing conclusions-adverbs

10. Use adverbs - degrees of comparison of adverbs - words that can function as adjective /adverb

10. Draw conclusions based on information given 10.1 Evaluate if a conclusion made is justifiable

10. Organize one’s thoughts in writing - information - description - resume

11. Use direct and indirect discourse

10.2 Identify sufficient evidences to justify a conclusion/generalization

11. Respond in writing based on stimuli and triggers - application letter - directions - ads for work, editorials 12. Fill out forms - Information Sheet - Community Tax Certificate - Bank Notes

Do this every week

11. Evaluate ideas/make judgement 11.1 Give opinions about information read 11.2 Determine the purpose of the author 11.3 Identify author’s device to bring out his message

3. Write a model composition - arrange details in order • home reading report • diaries • minutes of meeting

(K-12 2012) English Topics - Grade 7

TOPICS Listening Comprehension

Oral Language & Fluency Vocabulary Development

Reading Comprehension Writing, Composition and Grammar

Attitude(All Quarters)

AT1: Ask sensible questions on his or her own initiative.

AT2: Express a different opinion without being difficult.

AT3: Give credence to well thought-out ideas.

AT4: Set new goals for learning on the basis of self-assessment made.

First Quarter Goals

Determine how stress, pitch, intonation, phrasing, pacing, and non-verbal cues serve as carriers of meaning that may aid or interfere in the message of the text listened to.

Use the right stress, intonation, phrasing, and pacing when reading short written passages aloud and engaging in interpersonal communication.

VD1: Establish semantic relationships of words as well as familiar, colloquial, and idiomatic expressions.

Engage in becoming familiar with, appreciative of, and critical towards the backgrounds, features, and sample translated texts of Philippine folk literature and other parallel selections.

Distinguish between oral and written modes of language use with emphasis on their exclusive features and properties. Formulate grammatically correct sentences.

Competencies LC1a: Recognize differences in voice levels and speech patterns. LC1b: Explain the influence of differences in tone and accent patterns in understanding a message.

OL1a: Use appropriate volume and enunciation that meet the needs of an oral communication situation. OL1b: Observe correct pronunciation of critical vowel and consonant sounds. OL1c: Observe the right

VD1a: Determine words or expressions in a selection that are similar or opposite. VD1b: Determine words or expressions in a selection that have causal or associative relations. VD1c: Determine words

RC1a: Use predictive and anticipatory devices/tasks to activate prior knowledge about the topic of reading/viewing selection. RC1b: Use information presented in a reading or viewing selection to infer, to evaluate, and to

WC1a: Identify the exclusive features and properties of oral language. WC1b: Identify the exclusive features and properties of written language. WC1c: Distinguish the features of literary and

LC1c: Listen for important points signaled by shifts in stress and intonation. LC1d: Determine how pitch, phrasing, and pacing affect understanding of a message. LC1e: Determine the effect of facial expressions and eye contact in understanding a message. LC1f: Determine the effect of posture and bodily gestures in understanding a message. LC1g: Distinguish between and among the functions of non-verbal cues: repetition, contradiction, substitution, complementation, and accentuation.

syllable stress pattern in three categories: two-syllable word stress, compound noun stress, and words with stress derived from suffixes. OL1d: Observe the right sentence stress using the Rhythm Rule guidelines for both stressed and unstressed words. OL1e: Distinguish between and among the rising-falling intonation, rising intonation, and non-final intonation patterns. OL1f: Observe the right phrasing and pacing when reading texts or passages aloud or participating in conversations. OL1g: Observe the right oral language conventions when inquiring about, summarizing, or reacting to what has been listened to/read or observed.

or expressions in a selection that have time (temporal) or place (locative) relations. VD1d: Distinguish between familiar and colloquial expressions commonly used in casual or informal conversations. VD1e: Distinguish between colloquial language and slang. VD1f: Use appropriate idiomatic expressions in a variety of basic interpersonal communicative situations. VD1g: Select an appropriate familiar, colloquial, or idiomatic word or expression as a substitute for another word or expression. VD1h: Explain why familiar, colloquial, and idiomatic expressions are used more often in oral communication.

express critical ideas. RC1c: Determine the relevance and unity of the elements of a literary text vis-à-vis its intended purpose and production milieu. RC1d: Determine the validity and unity of the details of a parallel informative text vis-à-vis its intended purpose and production milieu. RC1e: Respond to ideas, issues, and concerns presented in a reading or viewing selection in creative forms.

academic writing. WC1d: Enumerate the common purposes for writing. WC1e: Recognize the parts of a simple paragraph based on writing purpose. WC1f: Follow steps in crafting a simple paragraph of five to seven sentences. WC1g: Retell a chosen myth or legend in a series of three five-to-seven-sentence paragraphs. WC1h: Revise a series of simple paragraphs in terms of content, style, and mechanics collaboratively and independently.

_ _ _ _

GS1a: Observe rules on subject-verb agreement.

GS1b: Observe consistent tense.

GS1c: Observe rules on

pronoun-antecedent agreement.

GS1d: Formulate correct simple sentences.

GS1e: Formulate compound sentences.

TOPICS Listening Comprehension

Oral Language & Fluency Vocabulary Development

Reading Comprehension Writing, Composition and Grammar

Second Quarter Goals

Use active listening strategies based on purpose, familiarity with the topic and the level of difficulty of short narrative texts.

Talk about significant human experiences and ideas based on literary or expository reading, listening, or viewing selections in unrehearsed and rehearsed individual and group modalities.

Establish semantic relationships of words including figurative and academic language.

Engage in becoming familiar with, appreciative of, and critical towards the backgrounds, features, and sample texts of Philippine literature in English during the Apprenticeship Period and other parallel selections.

Compose short personal narrative texts using appropriate literary and cohesive devices. Expand grammatically correct sentences.

LC2a: Note specific elements of the narrative listened to. LC2b: Determine the order of significant events in the text listened to. LC2c: Identify key ideas or turning points in the narrative text listened to.

OL2a: Narrate specific personal experiences related to the ideas presented in a selection. OL2b: Compare and contrast ideas presented in a selection or a set of related selections. OL2c: Give meaningful comments and insightful observations based on

VD2a: Distinguish between literal and figurative expressions. VD2b: Identify figures of speech that show comparison (simile, metaphor, and analogy). VD2c: Identify figures of speech that show contrast (irony, oxymoron, and paradox).

RC2a: Use predictive and anticipatory devices/tasks to activate prior knowledge about the topic of reading/viewing selection. RC2b: Use information presented in a reading or viewing selection to infer, to evaluate, and to express critical ideas.

WC2a: Identify features of narrative writing. WC2b: Distinguish between and among a journal entry, an anecdote, a travelogue, a personal letter, and a blog entry. WC2c: Compose a series of journal entries.

LC2d: Note specific words or expressions that signal or emphasize crucial details in the narrative listened to. LC2e: Determine the tone and mood of the speaker or characters in the narrative listened to. LC2f: Note familiar and unfamiliar details from the narrative listened to. LC2g: Formulate assumptions or predictions about the contents of the narrative texts. LC2h: Infer appropriate responses to listening guide questions. LC2i: Infer the purpose of the narrative listened to vis-à-vis the author’s background and the historical period.

ideas presented in a selection. OL2d: Express agreement or disagreement with ideas presented in a selection. OL2e: Talk about why and how people react differently to a text listened to, read, or viewed based on one’s background knowledge, purpose, and point of view. OL2f: State the effect of a text listened to, read, or viewed to one’s value system. OL2g: Present points of view and opinions concerning the message of a selection in creative oral means. OL2h: Provide suggestions in addressing controversial, problematic, or debatable ideas, issues, or concerns in a selection.

VD2d: Identify figures of speech that show emphasis (hyperbole and litotes). VD2e: Differentiate figurative language from academic language. VD2f: Explain the three functions of academic language: to describe complexity, to describe higher order thinking, and to describe abstraction.

RC2c: Determine the relevance and unity of the elements of a literary text vis-à-vis its intended purpose and production milieu. RC2d: Determine the validity and unity of the details of a parallel informative text vis-à-vis its intended purpose and production milieu. RC2e: Respond to ideas, issues, and concerns presented in a reading or viewing selection in creative forms.

WC2d: Compose an anecdote based on a significant personal experience. WD2e: Compose a travelogue. WD2f: Compose a personal letter to a friend, relative, and other people. WC2g: Compose and upload a blog entry based on a particular personal topic of interest. WC2h: Revise a piece of narrative writing in terms of content, style, and mechanics collaboratively and independently.

GS2a: Use correct determiners. GS2b: Use varied noun complementation forms. GS2c: Use varied verb complementation forms. GS2d: Formulate

meaningful kernel sentences. GS2e: Formulate embedded sentences. GS2f: Employ a variety of cohesive devices in composing short personal narratives.

TOPICS Listening Comprehension

Oral Language & Fluency Vocabulary Development

Reading Comprehension Writing, Composition and Grammar

Third Quarter Goals

Use active listening strategies based on purpose, familiarity with the topic and the level of difficulty of simple informative texts.

OL3: Use appropriate verbal and non-verbal turn-taking, turn-giving, and topic control strategies while participating in dialogues and interviews.

Identify collocations and arrange words or expressions in categories and clusters.

Engage in becoming familiar with, appreciative of, and critical towards the backgrounds, features, and sample texts of Philippine literature in English during the Emergence Period and other parallel selections.

Organize information into short written discourse using appropriate literary and cohesive devices. Formulate meaningful and grammatically correct speech forms.

LC3a: Note specific details of the text listened to. LC3b: Determine the order of ideas or how the ideas are organized in the text listened to. LC3c: Identify main points and supporting ideas in the text listened

OL3a: Express needs, opinions, feelings, and attitudes in explicit but polite ways. OL3b: Use appropriate turn-taking cues at the level of words, phrases, clauses, and sentences. OL3c: Vary the organization of

VD3a: Identify collocations used in a selection. VD3b: Identify the common forms of collocations: (a) adverb + adjective, (b) adjective + noun, (c) noun + noun, (d) noun + verb, (e) verb + noun), (f) verb + expression with

RC3a: Use predictive and anticipatory devices/tasks to activate prior knowledge about the topic of reading/viewing selection. RC3b: Use information presented in a reading or viewing selection to infer, to evaluate, and to

WC3a: Identify features and basic types of short written personal essays. WC3b: Distinguish between and among a capsule biography, biographical sketch, and feature article. WC3c: Organize information gathered

to. LC2d: Note specific words or expressions that signal or emphasize crucial details of the text listened to. LC3e: Determine the tone and mood of the speaker in the text listened to. LC3f: Note familiar and unfamiliar details from the text listened to. LC3g: Formulate assumptions or predictions about the contents of the narrative texts. LC3h: Infer appropriate responses to listening guide questions. LC3i: Infer the purpose of the text listened to vis-à-vis the author’s background and the historical period

interaction using the three-ordered options: current speaker selects next speaker; next speaker self-selects as next; or current speaker continues. OL2d: Use appropriate verbal and non-verbal turn-giving cues. OL3e: Use appropriate topic control strategies to expand one’s responses, to emphasize a point, and to evade possible misinterpretations. OL3f: Use a variety of ways to strike a conversation, introduce a topic, and terminate a conversation. OL3g: Ask and answer different types of questions in a dialogue or interview. OL3h: Use a variety of expressions to affirm, to negate, to see further clarification, and to summarize points in a

preposition, and (g) verb + adverb. VD3c: Explain why collocations are useful in making the meaning of expressions clearer. VD3d: Determine words or expressions in a selection with genus-species (hyponymous) relations. VD3e: Determine words or expressions with part-whole (partitive) relations. VD3f: Devise categories and sub-categories to cluster ideas. VD3g: Use a variety of semantic organizers to show categorization and clustering of words or expressions.

express critical ideas. RC3c: Determine the relevance and unity of the elements of a literary text vis-à-vis its intended purpose and production milieu. RC3d: Determine the validity and unity of the details of a parallel informative text vis-à-vis its intended purpose and production milieu. RC3e: Respond to ideas, issues, and concerns presented in a reading or viewing selection in creative forms.

from primary and secondary sources using a graphic organizer. WC3d: Organize information gathered from primary and secondary sources using a simple topic outline. WC3e: Compose a capsule biography of a person interviewed. WC3f: Compose a biographical sketch of an interviewed person whose backgrounds were also researched. WC3g: Compose a feature article based on a personally selected topic. WC3h: Revise a piece of short personal writing in terms of content, style, and mechanics collaboratively and independently.

GS3a: Formulate meaningful question forms. GS3b: Formulate

dialogue or interview. meaningful short answers. GS3c: Formulate meaningful reply questions. GS3d: Formulate direct speech forms. GS3e: Formulate reported speech forms. GS3f: Employ a variety of cohesive devices in composing short written personal discourse.

TOPICS Listening Comprehension

Oral Language & Fluency Vocabulary Development

Reading Comprehension Writing, Composition and Grammar

Listen to appreciate communication roles, expectations, and intentions in specific communicative contexts or situations.

Use appropriate verbal and non-verbal turn-taking, turn-giving, and topic control strategies while participating in panel discussions.

Analyze analogies and arrange words or expressions in clines.

Engage in becoming familiar with, appreciative of, and critical towards the backgrounds, features, and sample texts of Philippine literature in English during the Modern Period and other parallel selections.

Use persuasive devices to express opinion and to construct basic mass communication materials. Use simplified and grammatically correct expressions.

LC4a: Note the roles and expectations of each speaker in intimate and consultative situations.

OL3a: Express needs, opinions, feelings, and attitudes in explicit but polite ways.

VD4a: Determine the relationship of words or expressions arranged in analogies.

RC4a: Use predictive and anticipatory devices/tasks to activate prior knowledge about the topic of

WC4a: Formulate a statement of opinion or assertion. WC4b: Distinguish

LC 4b: Note the roles and expectations of each speaker in casual, conversational, or informal situations. LC 4c: Note the roles and expectations of each speaker in formal situations. LC 4d: Determine the intentions of speakers by focusing on their unique verbal and non-verbal cues and quality of participation. LC 4e: Predict the outcomes of a verbal exchange listened to and their possible effects on the speakers and their relationships. LC 4f: Identify the most effective or least helpful strategies used by different speakers to achieve specific intentions.

OL3b: Use appropriate turn-taking cues at the level of words, phrases, clauses, and sentences. OL3c: Vary the organization of interaction using the three-ordered options: current speaker selects next speaker; next speaker self-selects as next; or current speaker continues. OL2d: Use appropriate verbal and non-verbal turn-giving cues. OL3e: Use appropriate topic control strategies to expand one’s responses, to emphasize a point, and to evade possible misinterpretations. OL3f: Use a variety of ways to begin a panel discussion, introduce the discussion topic, summarize the discussion, and terminate the discussion. OL3g: Ask and answer

VD4b: Supply other words or expressions that complete an analogous series of words or expressions. VD4c: Identify words or expressions that have multiple meanings (homonymous or polysemous words or expressions). VD4d: Identify words or expressions used in a selection that show varying shades of meaning (gradients). VD4e: Identify common categories of clines that are useful in learning vocabulary in specific fields. VD4f: Create or expand word clines. VD4g: Explain how analogies and clines enrich one’s vocabulary.

reading/viewing selection. RC4b: Use information presented in a reading or viewing selection to infer, to evaluate, and to express critical ideas. RC4c: Determine the relevance and unity of the elements of a literary text vis-à-vis its intended purpose and production milieu. RC4d: Determine the validity and unity of the details of a parallel informative text vis-à-vis its intended purpose and production milieu. RC4e: Respond to ideas, issues, and concerns presented in a reading or viewing selection in creative forms.

between and among the three categories of persuasive strategies: pathos, logos, and ethos WC4c: Identify elements and features of print, radio, and TV ads and campaigns. WC4d: Use basic persuasion techniques to create a print ad and campaign: association, bandwagon, testimonials, fear, humor, bribery, intensity, and repetition. WC4e: Use intermediate persuasion techniques to create a radio ad and campaign script: glittering generalities, name-calling, flattery, scientific evidence, rhetorical questions, simple solution, and slippery slope. WC4f: Use advanced persuasion techniques to compose a TV ad script and to produce its corresponding commercial: analogy,

different types of questions in a panel discussion. OL3h: Use a variety of expressions to affirm, to negate, to see further clarification, and to summarize points in a panel discussion.

card-stacking, red herring or diversion, majority belief, and timing. WC4g: Revise the written components of a persuasive material in terms of content, style, and mechanics collaboratively and independently.

GS4a: Observe proper tense simplification rules. GS4b: Use appropriate auxiliary and modal verbs. GS4c: Use persuasive language forms or expressions. GS4d: Use varied adjective complementation forms.

PSLCH High/Independent Perform an enhanced rendition of a listening text. PSLCA

PSLCH High/Independent Deliver an unrehearsed oral reading of a reading passage or facilitate an unrehearsed interview or panel discussion.

PSLCH High/Independent Create three versions of a written or spoken passage showing shifts in purpose, level of formality, and vocabulary

PSLCH High/Independent Compile a series of four texts representing the development periods of Philippine literature and relate each to an

PERFORMANCE STANDARDS-Writing PSLCH High/Independent Create a set of advocacy campaign materials

Average/Instructional State specific recommendations to enhance the delivery of the text listened to. PSLCL Low/Frustration Formulate evaluative statements about the clarity of a listening text’s message.

PSLCA Average/Instructional Formulate and carry out spontaneously a list of interview questions, small group discussion guide, or panel discussion guide. PSLCL Low/Frustration Participate in structured small group or whole-class discussions, interviews, or panel discussions using written notes.

load. PSLCA Average/Instructional Convert a written or spoken passage into a version that shows shift in purpose, level of formality, and vocabulary load. PSLCL Low/Frustration Provide a word or expression that is a more appropriate substitute for another given the purpose and level of formality.

informative text to discuss in a personally preferred format a chosen theme expressive of a social issue or concern. PSLCA Average/Instructional Compare and contrast a series of four texts representing the development periods of Philippine literature to discuss in a personally preferred format a chosen theme expressive of a social issue or concern. PSLCL Low/Frustration Compare and contrast a pair of texts consisting of a representative text of development period of Philippine literature and a parallel informative text to discuss in a personally preferred format a chosen theme expressive of a social issue or concern.

consisting of a variety of short narrative and basic mass communication materials. PSLCA Average/Instructional Compose a simple narrative text or a basic mass communication material revolving on a particular personal advocacy. PSLCL Low/Frustration Create a paragraph or a series of paragraphs using a model. PERFORMANCE STANDARDS-Grammar PSLCH High/Independent Compose a series of grammatically correct, meaningful, and related expressions in extended narrative, informative, or persuasive discourse forms in light of a specific purpose and intended audience. PSLCA

Average/Instructional Compose a series of grammatically correct, meaningful, and related expressions in short paragraphs. PSLCL Low/Frustration Compose grammatically correct discrete expressions and sentences.