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Secondary English - Third Year

Understanding and Appreciation of Text Types
1: Information and Literary Texts
  • Listening
    • Shift from one listening strategy to another depending on the text and one’s purpose for listening
      • Shift from marginal to attentive listening depending on the topic listened to
        • Employ listening strategies suited to the type of text
        • Use attentive listening with informative texts
        • Use TQLR (Tune-in to raise Questions, then Listen and Respond) when listening to informative texts
  • Speaking
    • Give information and express needs, opinions, feelings, and attitudes implicitly through analogy
      • Elicit and give information using different types of questions and seek clarification and verification of responses made
  • Reading
    • Adjust and vary reading styles to suit the text, one’s background knowledge of the topic discussed and one’s purpose for reading
      • Scan rapidly for sequence signals or connectors as basis for determining the macro discourse pattern and rhetorical organization of the texts
  • Writing
    • Demonstrate imagination in writing different text types: narratives both in text and script forms, description, definition, critiques of a movie or play
      • Suit the rhetorical techniques and functions to the objective and purpose of the written discourse
      • Produce a unified text by using cohesive devices, coordination and subordination to enhance clarity of ideas, and the appropriate micro-discourse signals to establish meaningful relationship
  • Literature
    • Show understanding and appreciation of varied genres focusing on the contributions of British and American (i.e. sonnets, short stories, etc.)
      • Note the form and functions of different types and sub-types of texts
      • Trace the development of character and conflict in narratives and dramas, and discuss the devices used to achieve unity of effect
2: Argumentative and Journalistic Texts
  • Listening
    • Shift from marginal to attentive listening depending on the topic listened to
      • Use critical listening with argumentative texts
      • Use TQLR (Tune-in to raise Questions, then Listen and Respond) when listening to argumentative texts
    • Listen to argumentative discourse
      • Listen to single out reasons cited in argumentative texts
      • Determine the logic of arguments cited
      • Determine the stand of a speaker on a given issue
      • Determine the assumptions underlying the arguments of a speaker
      • Determine the effectiveness of closing statements in arguments
  • Speaking
    • Present arguments in debates and argumentative texts
  • Reading
    • Suit one’s reading style to the different text types: informative, journalistic, and literary
  • Writing
    • Write texts with the overall text structure (P- Sn or TRI) and generic structure in mind suited to the text type
    • Provide examples and illustrations as well as non-examples to clarify of abstract concepts
  • Literature
    • Differentiate comedy from tragedy, formal from informal essays.
    • Determine the objective of the essayist and the means employed to attain them.
Organizing Information and Ideas
3: Graphic Organizers
  • Listening
    • Determine the information map suited to informative classificatory texts (tree diagrams), informative process texts (flow chart), and contrastive argumentative texts (grid).
  • Speaking
    • Use form and function to express one’s intended meaning.
  • Reading
    • Demonstrate the ability to interpret and transcode information from linear to non-linear texts and vice versa
    • Interpret and match ability to use varied ways of organizing information (outlining, graphic representations, etc)
  • Writing
    • Use maps and other non-linear texts to present information
    • Use concept maps (linear, bubble, tree diagrams, grids) to show relationships between and among ideas abstracted from texts
    • Write up of non-linear texts used to present information
  • Literature
    • Point out relationships of time and place used by the writer to underscore the theme of the selection
4: Outlines and Relationships
  • Listening
    • Process speech at different rates when listening to informative and argumentative texts
    • Determine what was left out and highlighted in informative and argumentative talks
      • Listen to determine the worth of ideas based on a set criteria
      • Listen to determine whether conclusions are logical or illogical
      • Determine inconsistencies
      • Pick out discrepancies in supporting ideas
  • Speaking
    • Use context to express one’s intended meaning
  • Reading
    • Take down notes from a reading text using abbreviations, symbols, and diagrams
  • Writing
    • Use different types of outline (word, phrasal, clausal) to organize ideas
  • Literature
    • Point out relationships of cause-effect, general concepts, examples analogy, etc. used by the writer to underscore the theme of the selection.
Communicative Situations
5: Sequencing of Events
  • Listening
    • Determine the claims, perspectives, assumptions, and the line of argumentation in oral presentations.
    • Listen for important points signaled by pausing and a slow rate of speech.
  • Speaking
    • Give a persuasive talk on an issue adjusting one’s rate/volume of speaking and register to suit the topic, audience and setting in a communication situation.
      • Use pausing and a slow rate of speech to signal important points in one’s talk.
  • Reading
    • Identify the features of the written language that distinguish it from the spoken from (e.g. “according to”, “may we conclude”, “as previously stated”, “the following points to consider,” etc.)
    • Pick out cohesive devices/discourse markers which introduce conclude topics
  • Writing
    • Give and respond to feedback on how to revise compositions or refine ideas by citing details where necessary.
  • Literature
    • Point out the sequencing of events.
6: Making Meanings
  • Listening
    • Identify the signals given by the speaker (e.g. “this is important…” to underscore a point.
    • Listen to clues to enable one by one to tune in to the topic discussed.
  • Speaking
    • Use explicit signal (e.g. “This is important…” ) to underscore or highlight a point in one’s talk.
  • Reading
    • Employ varied strategies to make sense of unknown words (word derivations, context clues, word analysis, etc.) and ambiguous sentences (e.g. processing kernel and embedded clauses)
    • Identify the derivation of words
    • Arrive at the meaning of words through context clues, word analysis (root words, affixes, compounds)
    • Use structural analysis on the word, sentence, and discourse levels to make sense of a text.
    • Note the strategies employed (restatements, definition, synonyms, antonyms,) to clarify meanings in a given selection.
  • Writing
    • Give and respond to feedback on how to revise compositions or refine ideas by giving explanations, examples where necessary.
  • Literature
    • Account for sequencing of details
Literary Expressions
7: Expressing Appreciation
  • Listening
    • Express appreciation of award-winning protests and patriotic songs and radio plays.
      • Listen to appreciate the sound effects and dramatic interpretations employed in radio plays.
  • Speaking
    • Use verbal (paraphrase, translation, circumlocution) communication strategies in extended oral reports.
  • Reading
    • Choose from varied reading materials/designed to give information and pleasure, and to develop appreciation for reading.
  • Writing
    • Express in writing satisfaction or dissatisfaction over services, performances, etc. (e.g. plays, movies, etc.) in journal entries.
  • Literature
    • Single out devices employed in fiction works and non-fiction works (foreshadowing, flashbacks, figurative language, etc.) used by the author for intellectual, emotional and aesthetic purposes.
    • Account for the devices used by the writer to highlight significant points in a text.
      • Point out and express appreciation for the author’s choice of words.
8: Singling Out Devices
  • Listening
    • Listen to appreciate the melody, rhythm and words of award winning songs used as musical themes in movies.
  • Speaking
    • Use non-verbal communication strategies in extended oral reports.
  • Reading
    • Utilize emotional reaction to what is explicitly stated and implied in the text.
    • Express emotional reaction to what is explicitly stated and implied in the text.
  • Writing
    • Express in writing satisfaction or dissatisfaction over services, performances, etc. (e.g. plays, movies, etc.) in reviews.
  • Literature
    • Single out devices employed in fiction works and non-fiction works (foreshadowing, flashbacks, figurative language, etc.) used by the author for intellectual, emotional and aesthetic purposes.
      • Interpret and explain figurative language used to achieve certain effects and assess it in the light of its contributions to the overall theme of the selection.
      • React to the figurative language used in the selection.
Varied Views
9: Arriving at a Concensus
  • Listening
    • Show openness when listening to statements contrary to one’s beliefs
      • Take info account the context and situations that gave rise to statements contrary to one’s stand
        • Take note of cultural differences underlying contradictory views
  • Speaking
    • Arrive at a consensus by reconciling views
      • React critically to issues raised in talk, shows and discussions of issues affecting them
  • Reading
    • Use varied approaches to make sense of and develop appreciation of different text types (covert dialogue with the writer, the sectional approach discourse analysis)
      • Use genre analysis as a means of determining the written conventions of different text types
      • Note the new data provided as the text unfolds and use them as basis for modifying expanding or affirming hypothesis made
      • Re-structure original hypothesis to incorporate new information and avoid sweeping generalization.
  • Writing
    • Write summaries of survey reports on a given issue
      • Prepare survey forms and make a write-up of survey results
  • Literature
    • Pick out worthwhile human experiences underscored in Philippine, English and American literature
      • Single out the Eastern and Western cultural values evident in our heritage as a result of historical development
        • Express appreciation for Filipino cultural values evident and its similarities to or differences from English-American values
      • Show appreciation for Western traditions, practices and the values they represent
        • Underscore the Western values of candid frankness and humor as presented in British and American literature
        • Stress the importance of task-orientedness and efficiency as values worth emulating
10: Expressing Opinions
  • Listening
    • Explore opportunities for obtaining varied views on a given issue by listening to debates and talk shows
      • Infer links and connections between ideas.
  • Speaking
    • Agree/disagree with assertions made, justify one’s stand and suggest modifications in open forums following informative talks, panel discussions and debates on national issues
  • Reading
    • Note the use of emotion-laden terms to express opinions
    • React critically to what is read by judging the relevance and worth of ideas, soundness of the author’s reasoning, and the effectiveness of the presentation
      • Express emotional reactions to what is explicitly stated and implied in a text.
  • Writing
    • Express opinion in writing (e.g. stand on certain issues, complaints, etc.)
      • Call attention in writing to good/objectionable practices in open letters, letters of commendation and complaint
      • Write a library research paper on a national issue
  • Literature
    • Analyze and explain how the environment influences the person's character and actions
Attitudes and Values
11: Mass Media
  • Listening
    • Compare the stand and attitudes of newscasters and panel discussants
  • Speaking
    • Give information obtained from varied sources: talks , periodicals, mass media
    • Use technological aids when conveying information (e.g. projectors)
  • Reading
    • Gather data using library resources, newspapers, other print materials (periodicals, brochures, pamphlets) and non-print resources like audio and video tapes
  • Writing
    • Use bibliographic and footnote entries to acknowledge citations made in a research paper
  • Literature
    • State the effect of a literary piece on one’s value system
      • React to the values underlying responses to situations in literary pieces
      • Single out worthwhile human values
      • Point out one’s attitudes that contribute to a person’s values.
Understanding People and Society
12: Opinions on Issues
  • Listening
    • Listen to social, moral and economic issues affecting the nation
      • Listen to get the different sides to an issue in panel discussions
  • Speaking
    • Use conversational gambits in face-to-face interactions to obtain information, express modified agreements, etc.
      • Conduct ambush interviews to determine opinion on issues affecting the nation
  • Reading
    • Demonstrate the ability to use titles and sub-titles as a means of getting an overview of the text and linking it with previous knowledge of the topic
      • Assess a text in the light of previous readings
  • Writing
    • Fill out forms in line with business promotions and give information concerning group undertakings and activities
      • Warranty return forms
      • Raffle contest form
  • Literature
    • Discover literature as a means of understanding man and society (i.e. the bonds/links between man and society) as presented in Philippine, English and American literature
      • Show a keener sense of values that last in spite of changes brought about by science and technology
      • Deduce recurring themes underscored in literary pieces.
13: Real Life Situations
  • Listening
    • Identify the speaker’s stand on an issue by noting explicit and implicit signals (e.g. choice of words to highlight or downplay assertions made
  • Speaking
    • Use verbal (paraphrase, translation, circumlocution) as well as non-verbal communication strategies and communication check to forestall and repair breakdown in communication
  • Reading
    • Assess advance organizers, titles, sub-titles, illustrations, etc. in the light of information given in a text
  • Writing
    • Prepare notices, agendas and minutes of meetings
    • Call attention to school events and drives
  • Literature
    • React to experience or actions of the characters in relation to real life situations
    • Express belief that people can change their ways depending on their motivation and determination as shown in literature
    • React to the experiences of the characters in relation to real life situations
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