K to 12 BASIC

EDUCATION CURRICULUM

GRADE 8
FIRST QUARTER

The learner demonstrates communicative

competence through his/ her understanding of literature and other texts types for a
deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of
other countries.
The learner demonstrates communicative
competence through his/ her understanding of Afro- Asian Literature and other texts
types for a
GRADE LEVEL STANDARD
deeper appreciation of Philippine Culture and
those of other countries.
The learner demonstrates understanding of:
African literature as a means of exploring forces that human beings conntend with;
variuos
CONTENT STANDARD reading styles vis – à-vis purposes of reading;
prosodic features that serve as carriers of meaning; ways by which information may
be
organized, related, and delivered orally; and
parallel structures and cohesive devices in presenting information.
The learner transfers learning by composing and
delivering an informative speech based on a specific topic of interest keeping in
mind the proper and
PERFORMANCE STANDARD effective use of parallel structures and
cohesive devices and appropriate prosodic features, stance, and behavior.

RC LC VC
V LT WC F
G
Week Reading Listening Viewing
Vocabulary Literature Writing and Oral Language and
Grammar
Comprehension Comprehension Comprehension
Development Composition Fluency
Awareness
EN8RC-Ia-7.2: Scan EN8LC-Ia-5.1: EN8VC-Ia-8: Use
EN8V-Ia-10.2: EN8LT-Ia-8: EN8WC-Ia-1.1: EN8OL-Ia-3.11:
EN8G-Ia-7: Use
for logical connectors Listen for important context clues from
Determine the Describe the Generate ideas and Use the correct
parallel structures
to determine the text points signaled by the material viewed
meaning of notable literary their relationships sounds of English
EN8G-Ia-8: Use
type volume, projection, to determine the
idiomatic genres EN8WC-Ia-
appropriate cohesive
pitch, stress, meaning of
expressions by contributed by 1.1.6.1: Present
devices in composing
intonation, juncture, unfamiliar words or
noting context African writers ideas using a
an informative speech
and rate of speech expressions
clues and EN8LT-Ia-8.1: variety of graphic
1

collocations Identify the organizers

distinguishing

features of

notable African

chants, poems,

folktales, and

short stories
EN8RC-Ib-7.2: Scan EN8LC-Ib-5.1: EN8VC-Ib-8: Use
EN8V-Ib-10.2: EN8LT-Ib-8: EN8WC-Ib-1.1: EN8OL-Ib-3.11:
EN8G-Ib-7: Use
for logical connectors Listen for important context clues from
Determine the Describe the Generate ideas and Use the correct
parallel structures.
to determine the text points signaled by the material viewed
meaning of notable literary their relationships sounds of English
EN8G-Ib-8: Use
type volume, projection, to determine the
idiomatic genres EN8WC-Ib-1.1.6:
appropriate cohesive
pitch, stress, meaning of
expressions by contributed by Organize ideas in
devices in composing
2
intonation, juncture, unfamiliar words or
noting context African writers one-step word,
an informative speech
and rate of speech expressions
clues and EN8LT-Ib-8.1: phrase, and

collocations Identify the sentence outline

distinguishing forms

features of

Page 176
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*These materials are in textbooks that have been delivered to schools.
 K to 12 BASIC
EDUCATION CURRICULUM
RC LC VC
V LT WC F
G
Week Reading Listening Viewing
Vocabulary Literature Writing and Oral Language and
Grammar
Comprehension Comprehension Comprehension
Development Composition Fluency
Awareness

notable African

chants, poems,

folktales, and

short stories
EN8SS-Ic-1.5.1: EN8LC-Ic-5.1: EN8VC-Ic-8: Use
EN8V-Ic-10.2: EN8LT-Ic-8: EN8WC-Ic-1.1: EN8OL-Ic-3.11:
EN8G-Ic-7: Use
Skim to determine key Listen for important context clues from
Determine the Describe the Generate ideas and Use the correct
parallel structures
ideas points signaled by the material viewed
meaning of notable literary their relationships sounds of English
EN8G-Ic-8: Use
volume, projection, to determine the
idiomatic genres EN8WC-Ic-1.1.6:
appropriate cohesive
pitch, stress, meaning of
expressions by contributed by Organize ideas in
devices in composing
intonation, juncture, unfamiliar words or
noting context African writers one-step word,
an informative speech
and rate of speech expressions
clues and EN8LT-Ic-2.2: phrase, and

collocations Explain how the sentence outline

elements specific forms

to a genre

contribute to the
3
theme of a

particular literary

selection

EN8LT-Ic-

2.2.1: Express

appreciation for
sensory images

used

EN8LT-Ic-

2.2.2: Explain

the literary

devices used.
EN8SS-Id-1.5.1: EN8LC-Id-5.1: EN8VC-Id-9:
EN8V-Id-10.2: EN8LT-Id-8: EN8WC-Id-1.1: EN8F-Id-3:
EN8G-Id-7: Use
Skim to determine key Listen for important Organize
Determine the Describe the Generate ideas and Deliver a self-
parallel structures.
ideas points signaled by information from a
meaning of notable literary their relationships composed
EN8G-Id-8: Use
volume, projection, material viewed
idiomatic genres EN8WC-Id-1.1.6: informative speech
appropriate cohesive
pitch, stress,
expressions by contributed by Organize ideas in
devices in composing
intonation, juncture,
noting context African writers one-step word,
an informative speech
and rate of speech
clues and EN8LT-Id-2.2: phrase, and
4
collocations Explain how the sentence outline

elements specific forms

to a genre

contribute to the

theme of a

particular literary

selection

EN8LT-Id-

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*These materials are in textbooks that have been delivered to schools.
 K to 12 BASIC
EDUCATION CURRICULUM
RC LC VC
V LT WC F
G
Week Reading Listening Viewing
Vocabulary Literature Writing and Oral Language and
Grammar
Comprehension Comprehension Comprehension
Development Composition Fluency
Awareness

2.2.3: Determine

tone, mood,

technique, and

purpose of the

author
EN8RC-Ie-7: Use the EN8LC-Ie-9: EN8VC-Ie-9:
EN8V-Ie-4: Use EN8LT-Ie-8: EN8WC-Ie-6: EN8OL-Ie-5: Use
EN8G-Ie-7: Use
appropriate reading Determine how Organize
appropriate Describe the Organize notes appropriate
parallel structures.
style (scanning, volume, projection, information from a
strategies in notable literary taken from an prosodic features of
EN8G-Ie-8: Use
skimming, speed pitch, stress, material viewed
unlocking the genres expository text speech when
appropriate cohesive
reading, intensive intonation, juncture,
meaning of contributed by EN8WC-Ie-6.1: delivering lines
devices in composing
reading etc.) for one’s and speech rate serve
unfamiliar words African writers Arrange notes
an informative speech
purpose as carriers of
and idiomatic EN8LT-Ie-2.2: using a variety of
meaning
expressions Explain how the graphic organizers

elements specific

to a genre
5

contribute to the

theme of a

particular literary

selection

EN8LT-Ie-
2.2.3: Determine

tone, mood,

technique, and

purpose of the

author
EN8RC-If-7: Use the EN8LC-If-5.2: Note EN8VC-If-9:
EN8V-If-6: EN8LT-If-7: EN8WC-If-6: EN8OL-If-5: Use
EN8G-If-7: Use
appropriate reading the changes in Organize
Determine the Appreciate Organize notes appropriate
parallel structures
style (scanning, volume, projection, information from a
meaning of words literature as a taken from an prosodic features of
EN8G-If-8: Use
skimming, speed pitch, stress, material viewed
and expressions means of expository text speech when
appropriate cohesive
6 reading, intensive intonation, juncture,
that reflect the understanding EN8WC-If-6.1: delivering lines
devices in composing
reading etc.) for one’s and rate of speech
local culture by the human being Arrange notes
an informative speech
purpose that affect meaning
noting context and the forces using a variety of

clues he/she needs to graphic organizers

contend with
EN8RC-Ig-7.1: Read EN8LC-Ig-5.2: Note EN8VC-Ig-15:
EN8V-Ig-6: EN8LT-Ig-8: EN8WC-Ig-6: EN8F-Ig-3:
EN8G-Ig-7: Use
intensively to the changes in Compare and
Determine the Describe the Organize notes Deliver a self-
parallel structures
determine the author’s volume, projection, contrast the
meaning of words notable literary taken from an composed
EN8G-Ig-8: Use
purpose pitch, stress, presentation of the
and expressions genres expository text informative speech
appropriate cohesive
7
intonation, juncture, same topic in
that reflect the contributed by EN8WC-Ig-6.2: EN8OL-Ig-3.8:
devices in composing
and rate of speech different viewing
local culture by African writers Arrange notes in Use the correct
an informative speech
that affect meaning genres
noting context EN8LT-Ig-2.3: one-step word, stance and

clues Draw similarities phrase, and behavior

Page 178
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*These materials are in textbooks that have been delivered to schools.
 K to 12 BASIC
EDUCATION CURRICULUM
RC LC VC
V LT WC F G
Week Reading Listening Viewing
Vocabulary Literature Writing and Oral Language and
Grammar
Comprehension Comprehension Comprehension
Development Composition Fluency
Awareness

and differences sentence outline

of the featured forms

selections in

relation to the

theme
EN8RC-Ih-7.1: Read EN8LC-Ih-5.2: Note EN8VC-Ih-15:
EN8V-Ih-6: EN8LT-Ih-3: EN8WC-Ih-6: EN8OL-Ih-3.12:
EN8G-Ih-7: Use
intensively to the changes in Compare and
Determine the Explain how a Organize notes Highlight important
parallel structures
determine the author’s volume, projection, contrast the
meaning of words selection may be taken from an points in an
EN8G-Ih-8: Use
purpose pitch, stress, presentation of the
and expressions influenced by expository text informative talk
appropriate cohesive
intonation, juncture, same topic in
that reflect the culture, history, EN8WC-Ih-6.2: using appropriate
devices in composing
8
and rate of speech different viewing
local culture by environment, or Arrange notes in presentation aids an
informative speech
that affect meaning genres
noting context other factors one-step word,

clues phrase, and

sentence outline

forms
EN8RC-Ii-7: Use the EN8LC-Ii-5.2: Note EN8VC-Ii-15:
EN8V-Ii-6: EN8LT-Ii-3: EN8WC-Ii-6: EN8F-Ii-3: Deliver
EN8G-Ii-7: Use
appropriate reading the changes in Compare and
Determine the Explain how a Organize notes a self-composed
parallel structures
style (scanning, volume, projection, contrast the
meaning of words selection may be taken from an informative speech
EN8G-Ii-8: Use
skimming, speed pitch, stress, presentation of the
and expressions influenced by expository text
appropriate cohesive
 reading, intensive intonation, juncture, same topic in
that reflect the culture, history, EN8WC-Ii-6.2:
devices in composing
9 reading etc.) for one’s and rate of speech different viewing
local culture by environment, or Arrange notes in an
informative speech
purpose that affect meaning genres
noting context other factors one-step word,

clues phrase, and

sentence outline

forms

10
Culminating Task

Page 179
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*These materials are in textbooks that have been delivered to schools.
 K to 12
BASIC EDUCATION CURRICULUM
SECOND QUARTER

The learner demonstrates communicative

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

The learner demonstrates understanding of:

East Asian literature as an art form inspired and influenced by nature;
relationship of visual, sensory, and
CONTENT STANDARD verbal signals in both literary and
expository texts; strategies in listening to long descriptive and narrative texts;
value of literal and figurative language;
and appropriate grammatical signals or
expressions suitable to patterns of idea development.

The learner transfers learning by composing

and delivering a brief and creative entertainment speech featuring a variety of
effective paragraphs,
PERFORMANCE STANDARD
appropriate grammatical signals or
expressions in topic development, and appropriate prosodic features, stance, and
behavior.

RC LC VC
V LT WC F
G
Week Reading Listening Viewing
Vocabulary Literature Writing and Oral Language and
Grammar
Comprehension Comprehension Comprehension
Development Composition Fluency
Awareness
EN8RC-IIa-2.22: EN8LC-IIa-7: EN8VC-IIa-1.3:
EN8V-IIa-24.1: EN8LT-IIa-9.1: EN8WC-IIa-2.8: EN8OL-IIa-5: Use
EN8G-IIa-9: Use
Evaluate the personal Employ appropriate Predict the gist of
Distinguish Describe the Compose effective the appropriate
appropriate
significance of a literary listening skills and the material viewed
between and notable literary paragraphs prosodic features
of grammatical signals
text strategies suited to based on the title,
among verbal, genres EN8WC-IIa- speech when
or expressions
EN8RC-IIa-2.18: long descriptive and pictures, and
situational, and contributed by 2.8.7: Limit a topic delivering an
suitable to each
 Relate content or narrative texts excerpts
dramatic types of East Asian entertainment
pattern of idea
theme to previous EN8LC-IIa-7.2: EN8VC-IIa-17:
irony and give writers speech
development:
1 experiences and Employ projective Discern positive
examples of each EN8LT-IIa-9.2:
 general to
background knowledge listening strategies and negative
Identify the particular
with longer stories messages conveyed
distinguishing  claim and
in a material
features of
counterclaim
viewed
notable East  problem-

Asian poems, solution

folktales, and  cause-

effect

short stories  and others

EN8RC-IIb-2.22: EN8LC-IIb-7: EN8VC-IIb-1.3:
EN8V-IIb-24.1: EN8LT-IIb-9.1: EN8WC-IIb-2.8: EN8OL-IIb-5: Use
EN8G-IIb-9: Use
Evaluate the personal Employ appropriate Predict the gist of
Distinguish Describe the Compose effective the appropriate
appropriate
significance of a literary listening skills and the material viewed
between and notable literary paragraphs prosodic features
of grammatical signals
text strategies suited to based on the title,
among verbal, genres EN8WC-IIb- speech when
or expressions
EN8RC-IIb-2.18: long descriptive and pictures, and
situational, and contributed by 2.8.8: Use a delivering an
suitable to each
2 Relate content or narrative texts excerpts
dramatic types of East Asian variety of entertainment
pattern of idea
theme to previous EN8LC-IIb-6.2: EN8VC-IIb-17:
irony and give writers techniques to speech
development:
experiences and Infer dominant Discern positive
examples of each EN8LT-IIb-9.2: introduce a topic
 general to
background knowledge thoughts and feelings and negative
Identify the particular
expressed in the text messages conveyed
distinguishing  claim and
listened to in a material
features of

Page 180
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*These materials are in textbooks that have been delivered to schools.
 K to 12 BASIC
EDUCATION CURRICULUM
RC LC VC
V LT WC F
G
Week Reading Listening Viewing
Vocabulary Literature Writing and Oral Language and
Grammar
Comprehension Comprehension Comprehension
Development Composition Fluency
Awareness
viewed
notable East
counterclaim

Asian poems,  problem-

folktales, and solution

short stories  cause-

effect

 and others

EN8RC-IIc-2.22: EN8LC-IIc-7: EN8VC-IIc-1.3:

EN7V-IIc-24.1: EN8LT-IIc-2.2: EN8WC-IIc-2.8: EN8OL-IIc-3.11:
EN8G-IIc-9: Use
Evaluate the personal Employ appropriate Predict the gist of
Distinguish Explain how the Compose effective Produce the sounds
appropriate
significance of a literary listening skills and the material viewed
between and elements specific paragraphs of English
correctly grammatical signals
text strategies suited to based on the title,
among verbal, to a genre EN8WC-IIc- and effectively
or expressions
EN8RC-IIc-2.1.7: long descriptive and pictures, and
situational, and contribute to the 2.2.1: Develop when delivering an
suitable to each
React to assertions narrative texts excerpts
dramatic types of theme of a related support entertainment
pattern of idea
made by the author in EN8LC-IIc-2.13: EN8VC-IIc-17:
irony and give particular literary sentences speech
development:
the text Determine the tone Discern positive
examples of each selection
 general to
3 and mood of the and negative
EN8LT-IIc- particular
speaker or characters messages conveyed
2.2.1: Express  claim and
in the narrative in a material
appreciation for
counterclaim
listened to viewed
sensory images  problem-

used solution
 cause-effect

 and others

EN8RC-IId-2.22: EN8LC-IId-7: EN8VC-IId-1.3:

EN8V-IId-24.1: EN8LT-IId-2.2: EN8WC-IId-2.8: EN8OL-IId-3.11:
EN8G-IId-9: Use
Evaluate the personal Employ appropriate Predict the gist of
Distinguish Explain how the Compose effective Produce the sounds
appropriate
significance of a literary listening skills and the material viewed
between and elements specific paragraphs of English
correctly grammatical signals
text strategies suited to based on the title,
among verbal, to a genre EN8WC-IId- and effectively
or expressions
long descriptive and pictures, and
situational, and contribute to the 2.8.9: Use a when delivering an
suitable to each
narrative texts excerpts
dramatic types of theme of a variety of entertainment
pattern of idea
EN8LC-IId-2.13: EN8VC-IId-17:
irony and give particular literary techniques to speech
development:
4 Determine the tone Discern positive
examples of each selection formulate a
 general to
and mood of the and negative
EN8LT-IId- conclusion particular
speaker or characters messages conveyed
2.2.2: Explain  claim and
in the narrative in a material
the literary
counterclaim
listened to viewed
devices used  problem-

solution

 cause-effect

 and others
EN8SS-IIe-1.2: EN8LC-IIe-7: EN8VC-IIe-1.3:
EN8V-IIe-24: EN8LT-IIe-0-9: EN8WC-IIe-2.2: EN8OL-IIe-2.6:
EN8G-IIe-9: Use
Explain visual-verbal Employ appropriate Predict the gist of
Discriminate Appreciate Develop Use appropriate
appropriate
5
relationships illustrated listening skills and the material viewed
between literal literature as an paragraphs that non-verbal cues
grammatical signals
in tables, graphs, and strategies suited to based on the title,
art form inspired illustrate each text when delivering or expressions

Page 181
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*These materials are in textbooks that have been delivered to schools.
 K to 12 BASIC
EDUCATION CURRICULUM
RC LC VC
V LT WC F
G
Week Reading Listening Viewing
Vocabulary Literature Writing and Oral Language and
Grammar
Comprehension Comprehension Comprehension
Development Composition Fluency
Awareness
information maps long descriptive and pictures, and
and figurative and influenced type (narrative in lines in an
suitable to each
found in expository narrative texts excerpts
language by nature literature, entertainment
pattern of idea
texts EN8LC-IIe-2.17.3: EN8VC-IIe-17:
expository, speech development:
EN8RC-IIe-11: Infer the theme of Discern positive
explanatory, factual  general to
Transcode information the text listened to and negative
and personal particular
from linear to non- messages conveyed
recount,  claim and
linear texts and vice- in a material
persuasive) counterclaim
versa viewed
 problem-

solution

 cause-effect

 and others
EN8SS-IIf-1.2: EN8LC-IIf-7: EN8VC-IIf-1.3:
EN8V-IIf- EN8LT-IIf-2.2: EN8WC-IIf-2.2: EN8OL-IIf-2.6:
EN8G-IIf-9: Use
Explain visual-verbal Employ appropriate Predict the gist of
10.1.4: Identify Explain how the Develop Use appropriate
appropriate
relationships illustrated listening skills and the material viewed
figures of speech elements specific paragraphs that non-verbal cues
grammatical signals
in tables, graphs, and strategies suited to based on the title,
that show to a genre illustrate each text when delivering
or expressions
information maps long descriptive and pictures, and
emphasis contribute to the type (narrative in lines in an
suitable to each
found in expository narrative texts excerpts
(hyperbole and theme of a literature, entertainment
pattern of idea
texts EN8LC-IIf-2.5: EN8VC-IIf-17:
litotes) particular literary expository, speech
development:
6 EN8RC-IIf-11: Formulate predictions Discern positive
selection explanatory, factual  general to
Transcode information about the contents of and negative
EN8LT-IIf- and personal particular
from linear to non- messages conveyed
2.2.3: Determine recount,  claim and
the listening text.
linear texts and vice- in a material
tone, mood, persuasive)
counterclaim
versa viewed
technique, and  problem-

purpose of the solution

author  cause-
effect

 and others
EN8SS-IIg-1.2: EN8LC-IIg-7: EN8VC-IIg-1.3:
EN8V-IIg- EN8LT-IIg-2.2: EN8WC-IIg-2.2: EN8OL-IIg-3:
EN8G-IIg-9: Use
Explain visual-verbal Employ appropriate Predict the gist of
10.1.4: Identify Explain how the Develop Deliver a self-
appropriate
relationships illustrated listening skills and the material viewed
figures of speech elements specific paragraphs that composed
grammatical signals
in tables, graphs, and strategies suited to based on the title,
that show to a genre illustrate each text entertainment
or expressions
information maps long descriptive and pictures, and
emphasis contribute to the type (narrative in speech using all
the suitable to each
found in expository narrative texts excerpts
(hyperbole and theme of a literature, needed speech
pattern of idea
texts EN8LC-IIg-3.12: EN8VC-IIg-17:
litotes) particular literary expository, conventions
development:
EN8RC-IIg-11: Listen to paraphrase Discern positive
selection explanatory, factual EN8OL-IIh-3.13:  general to
7
Transcode information information/ideas and negative
EN8LT-IIg- and personal Maintain the particular
from linear to non- messages conveyed
2.2.3: Determine recount, interest of the  claim and
linear texts and vice- in a material
tone, mood, persuasive) audience by
counterclaim
versa viewed
technique, and delivering punch  problem-

purpose of the lines effectively solution

author  cause-
effect

 and others

Page 182
Learning Materials are uploaded at http://lrmds.deped.gov.ph/.
*These materials are in textbooks that have been delivered to schools.
 K to 12 BASIC
EDUCATION CURRICULUM
RC LC VC
V LT WC F
G
Week Reading Listening Viewing
Vocabulary Literature Writing and Oral Language and
Grammar
Comprehension Comprehension Comprehension
Development Composition Fluency
Awareness
EN8SS-IIh-1.2: EN8LC-IIh-7: EN8VC-IIh-1.3:
EN8V-IIh- EN8LT-IIh-2.3: EN8WC-IIh-2.2: EN8OL-IIh-3:
EN8G-IIh-9: Use
Explain visual-verbal Employ appropriate Predict the gist of
10.1.4: Identify Draw similarities Develop Deliver a self-
appropriate
relationships illustrated listening skills and the material viewed
figures of speech and differences paragraphs that composed
grammatical signals
in tables, graphs, and strategies suited to based on the title,
that show of the featured illustrate each text entertainment
or expressions
information maps long descriptive and pictures, and
emphasis selections in type (narrative in speech using all the
suitable to each
found in expository narrative texts excerpts
(hyperbole and relation to the literature, needed speech
pattern of idea
texts EN8LC-IIh-7.2: EN8VC-IIh-17:
litotes) theme expository, conventions
development:
8 EN8RC-IIh-2.15: Employ projective Discern positive
explanatory, factual  general to
Organize information in listening strategies and negative
and personal particular
tables, graphs, and with longer stories messages conveyed
recount,  claim and
maps in a material
persuasive) counterclaim
viewed
 problem-

solution

 cause-effect

 and others
EN8SS-IIi-1.2: EN8LC-IIi-7: EN8VC-IIi-1.3:
EN8V-IIi-24: EN8LT-IIi-3: EN8WC-IIi-2.2: EN8OL-IIi-3:
EN8G-IIi-9: Use
Explain visual-verbal Employ appropriate Predict the gist of
Discriminate Explain how a Develop Deliver a self-
appropriate
relationships illustrated listening skills and the material viewed
between literal selection may be paragraphs that composed
grammatical signals
in tables, graphs, and strategies suited to based on the title,
influenced by illustrate each text entertainment or expressions
and figurative
information maps long descriptive and pictures, and
culture, history, type (narrative in speech using all the suitable to each
found in expository narrative texts excerpts
language environment, or literature, needed speech
pattern of idea
texts EN8LC-IIi-7.2: EN8VC-IIi-17:
other factors expository, conventions development:
EN8RC-IIi-2.15: Employ projective Discern positive
explanatory, factual  general to
9
Organize information in listening strategies and negative
and personal particular
tables, graphs, and with longer stories messages conveyed
recount,  claim and
maps in a material
persuasive) counterclaim
viewed
 problem-

solution

 cause-effect

 and others

10
Culminating Task

Page 183
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*These materials are in textbooks that have been delivered to schools.
 K to 12 BASIC
EDUCATION CURRICULUM

THIRD QUARTER

The learner demonstrates communicative competence

through his/ her understanding of literature and other texts types for a deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those of
other countries.
The learner demonstrates communicative competence
through his/ her understanding of Philippine Literature and other texts types for a
GRADE LEVEL STANDARD
deeper appreciation of Philippine Culture and
those other countries.
The learner demonstrates understanding of:
Southeast Asian literature as mirror to a shared heritage ; coping strategies in
processing
CONTENT STANDARD textual information; strategies in examining
features of a listening and viewing material; structural analysis of words and
propaganda
techniques; and grammatical signals for opinion-
making, persuasion, and emphasis.
The learner transfers learning by composing and
delivering a persuasive speech based on an informative essay featuring use of
properly
PERFORMANCE STANDARD acknowledged information sources, grammatical
signals for opinion-making , persuasion, and emphasis, and appropriate prosodic
features,
stance,and behavior.

RC LC VC
V LT WC F
G
Week Reading Listening Viewing
Vocabulary Literature Writing and Oral Language and
Grammar
Comprehension Comprehension Comprehension
Development Composition Fluency
Awareness
EN8RC-IIIa-12.1: EN8LC-IIIa-7.3: EN8VC-IIIa-
EN8V-IIIa-15.3: EN8LT-IIIa-11: EN8SS-IIIa-1.10: EN8OL-IIIa-
EN8RC-IIIa-10:
Recognize propaganda Determine the target 3.4/4.4/5.4:
Explain the Identify the Organize 3.11: Use the
Share ideas using
techniques used in a audience of a Determine the
meaning of a notable literary information about a correct sounds of
opinion-marking
given text listening text and the target audience of word
through genres chosen subject English during
signals
objective/s of the a material viewed
structural analysis contributed by using a graphic speech delivery
EN8G-IIIa-3.6: Use
speaker
(prefixes, roots, Southeast Asian organizer
modals appropriately
suffixes) writers

EN8LT-IIIa-

11.1: Identify
1

the distinguishing

features of

notable poems,

short stories,

dramas, and

novels

contributed by

Southeast Asian

writers
EN8RC-IIIb-12.1: EN8LC-IIIb-8.2: EN8VC-IIIb-
EN8V-IIIb-15.3: EN8LT-IIIb-11: EN8WC-IIIb- EN8OL-IIIb-5:
EN8RC-IIIb-10:
Recognize propaganda Judge the relevance 3.4/4.4/5.4:
Explain the Identify the 1.1.6: Transcode Observe the use of
Share ideas using
techniques used in a and worth of ideas Determine the
meaning of a notable literary information from a correct stress,
opinion-marking
2
given text presented in the text target audience of word
through genres graphic organizer pitch, and juncture
signals
listened to a material viewed
structural analysis contributed by to a topic or when delivering a
EN8G-IIIb-3.6: Use

(prefixes, roots, Southeast Asian sentence outline persuasive speech

modals appropriately

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 K to 12 BASIC
EDUCATION CURRICULUM
RC LC VC
V LT WC F
G
Week Reading Listening Viewing
Vocabulary Literature Writing and Oral Language and
Grammar
Comprehension Comprehension Comprehension
Development Composition Fluency
Awareness

suffixes) writers

EN8LT-IIIb-

11.1: Identify

the distinguishing

features of

notable poems,

short stories,

dramas, and

novels

contributed by

Southeast Asian

writers
EN8RC-IIIc-2.13: EN8LC-IIIc-7: EN8VC-IIIc-18:
EN8V-IIIc-15.3: EN8LT-IIIc- EN8WC-IIIc- EN8OL-IIIc-5:
EN8RC-IIIc-10:
Differentiate facts from Employ different Determine the
Explain the 2.2: Explain how 1.1.6: Expand the Observe the use
of Share ideas using
opinions listening strategies issue and stand
meaning of a the elements content of an correct stress,
opinion-marking
suited to the topic, presented in the
word through specific to a outline using notes pitch, and
juncture signals
purpose, and level of material viewed
structural analysis genre contribute from primary and when delivering
a EN8G-IIIc-11: Use
difficulty of the
(prefixes, roots, to the theme of a secondary sources persuasive
speech appropriate
3 listening text
suffixes) particular literary
documentation

selection EN8G-IIIc-3.6:
Use
EN8LT-IIIc- modals
appropriately

2.2.1: Express

appreciation for

sensory images

used
EN8RC-IIId-12: EN8LC-IIId-8.2: EN8VC-IIId-18:
EN8V-IIId-25: EN8LT-IIId- EN8WC-IIId- EN8OL-IIId-5:
EN8G-IIId-11: Use
Utilize coping reading Judge the relevance Determine the
Use appropriate 2.2: Explain how 2.2.16: Compose Observe the use
of appropriate
strategies to process and worth of ideas issue and stand
strategies for the elements an informative correct stress,
documentation
information in a text presented in the text presented in the
unlocking specific to a essay pitch, and
juncture EN8G-IIId-3.6: Use
listened to material viewed
unfamiliar words genre contribute when delivering
a modals appropriately

to the theme of a persuasive speech

4

particular literary

selection

EN8LT-IIId-

2.2.4: Explain

figurative

language used
EN8RC-IIIe-2.1.7: EN8LC-IIIe-7.1: EN8VC-IIIe-18:
EN8V-IIIe-12.3: EN8LT-IIIe-10: EN8SS-IIIe-1.6: EN8OL-IIIe-
EN8G-IIIe-3.6: Use
React to what is Determine the stand Determine the
Arrive at meanings Appreciate Show respect for 1.14: Use
modals appropriately
5 asserted or expressed of the speaker on a issue and stand
through context literature as a intellectual property
appropriateEN8G-IIIe-12: Use
in a text given issue presented presented in the
clues mirror to a rights by persuasive
devices

emphasis markers for

in the text listened to material viewed
shared heritage acknowledging persuasive purposes

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 K to 12 BASIC
EDUCATION CURRICULUM
RC LC VC
V LT WC F
G
Week Reading Listening Viewing
Vocabulary Literature Writing and Oral Language and
Grammar
Comprehension Comprehension Comprehension
Development Composition Fluency
Awareness

of people with citations made in

diverse an informative

backgrounds essay

EN8SS-IIIe-

1.6.3:

Acknowledge

sources by creating

a bibliography
EN8RC-IIIf-2.1.7.1: EN8LC-IIIf-2.10: EN8VC-IIIf-19:
EN8V-IIIf-12.3: EN8LT-IIIf- EN8SS-IIIf-1.6: EN8OL-IIIf-3:
EN8G-IIIf-3.6: Use
Evaluate the details Distinguish facts from Judge the
Arrive at meanings 2.2: Explain how Show respect for Deliver a self-
modals appropriately
that support assertions opinion cited in the relevance and
through context the elements intellectual property composed
EN8G-IIIf-12: Use
in a text text listened to worth of ideas
clues specific to a rights by persuasive
speech emphasis markers for
presented in the
genre contribute acknowledging persuasive
purposes
material viewed
to the theme of a citations made in
6
particular literary an informative

selection essay.

EN8LT-IIIf- EN8SS-IIIf-

2.2.5: Determine 1.6.3:

key ideas, tone, Acknowledge

and purposes of sources by creating

the author a bibliography.

EN8RC-IIIg-3.1.12: EN8LC-IIIg-7: EN8VC-IIIg-19:
EN8V-IIIg-26: EN8LT-IIIg- EN8SS-IIIg-1.6: EN8OL-IIIg-
EN8RC-IIIg-10:
Examine biases (for or Employ different Judge the
Analyze intention 2.2: Explain how Show respect for 1.14: Use
Share ideas using
against) made by the listening strategies relevance and of
words or the elements intellectual property appropriate
opinion-marking
author suited to the topic, worth of ideas
expressions used specific to a rights by persuasive
devices signals
purpose, and level of presented in the in
propaganda genre contribute acknowledging
EN8G-IIIg-3.6: Use
difficulty of the material viewed
techniques to the theme of a citations made in
modals appropriately.
7 listening text
particular literary an informative EN8G-IIIg-12:
Use

selection essay emphasis markers

for

EN8LT-IIIg- EN8SS-IIIg- persuasive

purposes

2.2.5: Determine 1.6.4: Use

key ideas, tone, conventions in

and purposes of citing sources

the author
EN8RC-IIIh-3.1.12: EN8LC-IIIh-7.4: EN8VC-IIIh-19:
EN8V-IIIh-26: EN8LT-IIIh- EN8SS-IIIh-1.6: EN8OL-IIIh-3:

EN8RC-IIIh-10:
Examine biases (for or Determine various Judge the
Analyze intention 2.3: Identify Show respect for Deliver a self-

Share ideas using

against) made by the social, moral, and relevance and of
words or similarities and intellectual property composed opinion-
marking
author economic issues worth of ideas
expressions used differences of the rights by persuasive
speech

signals
8
discussed in the text presented in the in
propaganda featured acknowledging EN8G-
IIIh-3.6: Use
listened to material viewed
techniques selections citations made in
modals appropriately

an informative EN8G-IIIh-12: Use

essay emphasis markers for

Page 186
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 K to 12 BASIC
EDUCATION CURRICULUM
RC LC VC
V LT WC F
G
Week Reading Listening Viewing
Vocabulary Literature Writing and Oral Language and
Grammar
Comprehension Comprehension Comprehension
Development Composition Fluency
Awareness

EN8SS-IIIh- persuasive purposes

1.6.5: Use in-text

citation
EN8RC-IIIi-12: EN8LC-IIIi-7.4: EN8VC-IIIi-19:
EN8V-IIIi-25: EN8LT-IIIi-3: EN8WC-IIIi- EN8OL-IIIi-4.1:
EN8RC-IIIi-10:
Utilize coping reading Determine various Judge the
Use appropriate Explain how a 2.2.16: Compose Use appropriate
Share ideas using
strategies to process social, moral, and relevance and
strategies for selection is an informative verbal and non-
opinion-marking
information in a text economic issues worth of ideas
unlocking influenced by essay verbal cues when
signals
discussed in the text presented in the
unfamiliar words culture, history, delivering a
EN8G-IIIi-11: Use
listened to material viewed
environment persuasive speech appropriate
9

documentation

EN8G-IIIi-3.6: Use

modals appropriately

EN8G-IIIi-12: Use

emphasis markers for

persuasive purposes
10
Culminating Task

FOURTH QUARTER

The learner demonstrates communicative

competence through his/ her understanding of literature and other texts types for a
deeper
PROGRAM STANDARD
appreciation of Philippine Culture and those
of other countries.
 The learner demonstrates communicative
competence through his/ her understanding of Philippine Literature and other texts
types for a
GRADE LEVEL STANDARD
deeper appreciation of Philippine Culture.

The learner demonstrates understanding of:

South and West Asian literature as an expression of philosophical and religious
beliefs; information flow in
CONTENT STANDARD various text types; reality, fantasy, and
opinion in listening and viewing materials; word decoding strategies; and use of
information sources, active/passive
constructions, direct/reported speech, perfect
tenses, and logical connectors in journalistic writing.
The learner transfers learning by composing a
variety of journalistic texts, the contents of which may be used in composing and
delivering a memorized
PERFORMANCE STANDARD oral speech featuring use of properly
acknowledged information sources, grammatical signals for opinion-making,
persuasion, and emphasis, and
appropriate prosodic features, stance, and
behavior.

RC LC VC
V LT WC F
G
Week Reading Listening Viewing
Vocabulary Literature Writing and Oral Language and
Grammar
Comprehension Comprehension Comprehension
Development Composition Fluency
Awareness
EN8RC-IVa-2.21.1: EN8LC-IVa-2.5: EN8VC-IVa-20:
EN8V-IVa-15: EN8LT-IVa-13: EN8WC-IVa- EN8OL-IVa-3.11:
EN8G-IVa-15: Use
Identify positions of a Predict what is to Analyze the
Use various Identify notable 3.4.1: Identify Use the correct
appropriate modifiers
1
topic sentence follow after a elements that make
strategies in literary genres features of production of the
EN8G-IVa-16: Use
segment of a text up reality and
decoding the contributed by journalistic writing sounds of English
appropriate logical

Page 187
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*These materials are in textbooks that have been delivered to schools.
 K to 12 BASIC
EDUCATION CURRICULUM
RC LC VC
V LT WC F
G
Week Reading Listening Viewing
Vocabulary Literature Writing and Oral Language and
Grammar
Comprehension Comprehension Comprehension
Development Composition Fluency
Awareness
listened to fantasy based on a
meaning of words South and West when delivering a
connectors for
material viewed
Asian writers manuscript or emphasis

EN8LT-IVa- memorized speech

13.1: Identify in an oration, in a

the distinguishing declamation or in a

features found in dramatic

religious texts, monologue

epics, myths,

drama, and short

stories

contributed by

South and West

Asian writers
EN8RC-IVb-2.21.2: EN8LC-IVb-6.2: EN8VC-IVb-12:
EN8V-IVb-15: EN8LT-IVb-13: EN8WC-IVb- EN8OL-IVb-3.11:
EN8G-IVb-13: Use
Identify details that Infer thoughts and Raise questions
Use various Identify notable 3.4.2: Distinguish Use the correct
active and passive
support the topic feelings expressed in about a particular
strategies in literary genres among types of production of the
constructions in
sentence a text listened to aspect of a material
decoding the contributed by journalistic writing sounds of English
journalistic contexts.
viewed
meaning of words South and West (news report, when delivering a
EN8G-IVb-3: Use

Asian writers opinion article, manuscript or past and past

perfect

EN8LT-IVb- feature article, and memorized speech tenses in

journalistic
13.1: Identify sports news article) in an oration, in a writing
2
the distinguishing declamation or in a

features found in dramatic

religious texts, monologue

epics, myths,

drama, and short

stories

contributed by

South and West

Asian writers
EN8RC-IVc-13.1: EN8LC-IVc-3.2: EN8VC-IVc-15:
EN8V-IVc-15: EN8LT-IVc-13: EN8WC-IVc- EN8OL-IVc-3.11:
EN8G-IVc-14: Use
Note explicit and Raise questions about Compare and
Use various Identify notable 3.4.2: Distinguish Use the correct
direct and reported
implicit signals (like the text listened to contrast one’s
strategies in literary genres among types of production of the
speech in journalistic
cohesive devices) beliefs/convictions
decoding the contributed by journalistic writing sounds of English
writing
used by the writer with those
meaning of words South and West (news report, when delivering a
EN8G-IVc-15: Use
presented in a
Asian writers opinion article, manuscript or appropriate
modifiers
3
material viewed
EN8LT-IVc- feature article, and memorized speech

13.1: Identify sports news article) in an oration, in a

the distinguishing declamation or in a

features found in dramatic

religious texts, monologue

epics, myths,

Page 188
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*These materials are in textbooks that have been delivered to schools.
 K to 12 BASIC
EDUCATION CURRICULUM
RC LC VC
V LT WC F
G
Week Reading Listening Viewing
Vocabulary Literature Writing and Oral Language and
Grammar
Comprehension Comprehension Comprehension
Development Composition Fluency
Awareness

drama, and short

stories

contributed by

South and West

Asian writers
EN8RC-IVd-14.1: EN8LC-IVd-8.2: EN8VC-IVd-20:
EN8V-IVd-15: EN8LT-IVd-13: EN8WC-IVd- EN8OL-IVd-3.11:
EN8G-IVd-14: Use
Interpret and follow Judge the relevance Analyze the
Use various Identify notable 3.4.2: Distinguish Use the correct
direct and reported
instructions, and worth of ideas elements that make
strategies in literary genres among types of production of the
speech in journalistic
directions, notices, presented in the text up reality and
decoding the contributed by journalistic writing sounds of English
writing
rules and regulations listened to fantasy based on a
meaning of words South and West (news report, when delivering a
EN8G-IVd-3: Use
material viewed
Asian writers opinion article, manuscript or past and past
perfect

EN8LT-IVd- feature article, and memorized speech tenses in

journalistic

13.1: Identify sports news article) in an oration, in a writing

4
the distinguishing declamation or in a

features found in dramatic

religious texts, monologue

epics, myths,

drama, and short

stories

contributed by
South and West

Asian writers
EN8RC-IVe-13: Use EN8LC-IVe-3.14: EN8VC-IVe-12:
EN8V-IVe-15: EN8LT-IVe-12: EN8WC-IVe-3.4: EN8OL-IVe-5:
EN8G-IVe-14: Use
text type knowledge Summarize Raise questions
Use various Appreciate Compose Use the appropriate
direct and reported
(narrative in information from the about a particular
strategies in literature as an journalistic texts prosodic features
of speech in journalistic
literature, text listened to. aspect of a material
decoding the expression of speech like pitch,
writing
instructions, viewed
meaning of words philosophical and stress, juncture,
EN8G-IVe-3: Use
5
explanation, factual
religious ideals volume, and past and past
perfect
and personal recount,
projection, tenses in journalistic
persuasive,
intonation and writing
expository) to process
speech rate EN8G-IVe-15: Use
information in a text
appropriate modifiers
EN8RC-IVf-10.2: EN8LC-IVf-10: EN8VC-IVf-15:
EN8V-IVf-15: EN8LT-IVf-2.2: EN8WC-IVf-7: EN8OL-IVf-5: Use
EN8G-IVf-13: Use
Distinguish between Process speech Compare and
Use various Explain how the Use primary and the appropriate
active and passive
general and specific delivered by making contrast one’s
strategies in elements specific secondary sources prosodic features
of constructions in
statements inferences from what beliefs/convictions
decoding the to a genre to develop a topic speech like pitch,
journalistic contexts
has been listened to with those
meaning of words contribute to the for journalistic stress, juncture,
EN8G-IVf-16: Use
6
presented in a
theme of a writing volume, and appropriate
logical
material viewed
particular literary projection, connectors for

selection intonation and emphasis

EN8LT-IVf- speech rate

2.2.1: Express

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 K to 12 BASIC
EDUCATION CURRICULUM
RC LC VC
V LT WC F
G
Week Reading Listening Viewing
Vocabulary Literature Writing and Oral Language and
Grammar
Comprehension Comprehension Comprehension
Development Composition Fluency
Awareness

appreciation for

sensory images

used

EN8LT-IVf-

2.2.4: Explain

figurative

language used
EN8RC-IVg-15.1: EN8LC-IVg-8.2: EN8VC-IVg-20:
EN8V-IVg-15: EN8LT-IVg- EN8WC-IVg-1.6: EN8OL-IVg-1.5:
EN8G-IVg-14: Use
Evaluate the accuracy Judge the relevance Analyze the
Use various 2.2: Show respect for Deliver a
direct and reported
of a given information and worth of ideas elements that make
strategies in Explain how the intellectual property manuscript/memori
speech in journalistic
presented in the text up reality and
decoding the elements specific rights by zed oral speech
writing
listened to fantasy based on a
meaning of words to a genre acknowledging with ease and
EN8G-IVg-15: Use
material viewed
contribute to the sources of fluency before an appropriate
modifiers

theme of a information in audience EN8G-IVg-16:

Use
7
particular literary journalistic writing appropriate
logical

selection connectors for

EN8LT-IVg- emphasis

2.2.5:

Determine key

ideas, tone, and

purposes of the

author
EN8RC-IVh-2.12: EN8LC-IVh-10: EN8VC-IVh-12:
EN8V-IVh-15: EN8LT-IVh- EN8SS-IVh- EN8OL-IVh-3.7:
EN8G-IVh-13: Use
Draw conclusions Process speech Raise questions
Use various 2.3: Identify 1.6.4: Use writing Use effective non-
active and passive
from a set of details delivered by making about a particular
strategies in similarities and conventions to verbal
constructions in
inferences from what aspect of a material
decoding the differences of the indicate communication
journalistic contexts
has been listened to viewed
meaning of words featured acknowledgement strategies:
gestures EN8G-IVh-14: Use

selections of sources and body direct and

reported
8

EN8LT-IVh-3: movements and speech in

journalistic

Explain how a eye contact, etc. writing

selection is

influenced by

culture, history,

environment
EN8RC-IVi-15: EN8LC-IVi-3.14: EN8VC-IVi-15:
EN8V-IVi-15: EN8LT-IVi-12: EN8WC-IVi-3.4: EN8OL-IVi-1.5:

EN8G-IVi-13: Use
Synthesize essential Summarize Compare and
Use various Appreciate Compose Deliver a active
and passive
information found in information from the contrast one’s
strategies in literature as an journalistic texts manuscript/memori

constructions in
a given text text listened to beliefs/convictions
decoding the expression of zed oral speech

journalistic contexts
9
with those
meaning of words philosophical and with ease and

EN8G-IVi-14: Use
presented in a
religious ideals fluency before an
direct and reported
material viewed
audience speech in journalistic

writing

Page 190
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*These materials are in textbooks that have been delivered to schools.
 K to 12 BASIC
EDUCATION CURRICULUM
RC LC VC
V LT WC F
G
Week Reading Listening Viewing
Vocabulary Literature Writing and Oral Language and
Grammar
Comprehension Comprehension Comprehension
Development Composition Fluency
Awareness

EN8G-IVi-3: Use

past and past perfect

tenses in journalistic

writing

EN8G-IVi-15: Use

appropriate modifiers

EN8G-IVi-16: Use

appropriate logical

connectors for

emphasis

10
Culminating Task

Grade
8 Tagged Materials

LEARNING COMPETENCY

LEARNING MATERIALS
Learning Materials are uploaded at CODE

*These materials are in textbooks that have been delivered to schools.

http://lrmds.deped.gov.ph
RC - Reading Comprehension
1Q
Scan for logical connectors to determine the text type
1. *English Arts I. 2000. pp 11, 12.
EN8RC-Ia-7.2

2. *English Expressways II. 2007. pp 72, 118, 165-166, 216.

EN8RC-Ib-7.2

3. *English Expressways III. 2007. pp 238-239.

Skim to determine key ideas
1. *English Arts I. 2000. pp 31.
EN8RC-Ic-1.5.1
2. *New Horizons in Learning English I. 1999. pp 29-34.
EN8RC-Id-1.5.1
3. *English Expressways II. 2007. pp 56, 216.

4. *English Expressways III. 2007. pp 44-45, 113.

Use the appropriate reading style (scanning, skimming, EN8RC-Ie-7
1. *English Expressways II. 2007. pp 56, 72, 118, 165-166, 216-217.
speed reading, intensive reading etc.) for one’s purpose EN8RC-If-7
Read intensively to determine the author’s purpose EN8RC-Ig-7.1
1. *English Expressways II. 2007. pp 216-217.
EN8RC-Ih-7.1
2. *English Expressways III. 2007. pp 9-11, 206-207.
Use the appropriate reading style (scanning, skimming,
1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
EN8RC-Ii-7
speed reading, intensive reading etc.) for one’s purpose
1. *English Expressways III. 2007. pp 286-287.
2Q
Relate content or theme to previous experiences and
1. BEAM ENG8 Module 6 – Making Outlines.
EN8RC-IIa-2.18
background knowledge
2. *English Expressways III. 2007. pp 250.
Relate content or theme to previous experiences and
1. BEAM ENG8 Module 6 – Making Outlines.
EN8RC-IIb-2.18
background knowledge
2. *English Expressways III. 2007. pp 250.
Explain visual-verbal relationships illustrated in tables,
1. BEAM ENG8 Module 5 – Organizing in Non-Linear Text.
EN8RC-IIe-1.2
graphs, and information maps found in expository texts
2. *English Arts I. 2000. pp 174, 175, 178.

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 K to 12 BASIC
EDUCATION CURRICULUM
LEARNING COMPETENCY

LEARNING MATERIALS
Learning Materials are uploaded at CODE

*These materials are in textbooks that have been delivered to schools.

http://lrmds.deped.gov.ph

3. *English Expressways II. 2007. pp 102-103, 128, 134-135, 242, 262-263.

Transcode information from linear to non-linear texts and EN8RC-IIe-11
1. BEAM ENG8 Module 5 – Organizing in Non-Linear Text.
vice-versa EN8RC-IIf-11
2. *English Expressways III. 2007. pp 76-78.
EN8RC-IIg-11
Explain visual-verbal relationships illustrated in tables,
1. BEAM ENG8 Module 5 – Organizing in Non-Linear Text.
EN8RC-IIf-1.2
graphs, and information maps found in expository texts
2. *English Arts I. 2000. pp 171-173.
Explain visual-verbal relationships illustrated in tables,
1. BEAM ENG8 Module 7 – Using Information Maps in Note Taking.
EN8RC-IIg-1.2
graphs, and information maps found in expository texts
2. *English Arts I. 2000. pp 182, 183.
Explain visual-verbal relationships illustrated in tables, EN8RC-IIh-1.2
1. BEAM ENG8 Module 7 – Using Information Maps in Note Taking.
graphs, and information maps found in expository texts EN8RC-IIi-1.2
Organize information in tables, graphs, and maps
1. BEAM ENG8 Module 5 – Organizing in Non-Linear Text.

2. BEAM ENG8 Module 7 – Using Information Maps in Note Taking.

EN8RC-IIh-2.15
3. *English Arts I. 2000. pp 171-179, 182, 183.
EN8RC-IIi-2.15
4. *New Horizons in Learning English I. 1999. pp 13, 191-192, 215-216, 269-270.

5. *English Expressways II. 2007. pp 102-103, 128, 134-135, 242, 262-263.

6. *English Expressways III. 2007. pp 77.

3Q
Recognize propaganda techniques used in a given text EN8RC-IIIa-12.1
1. *English Expressways II. 2007. pp 45-46.
EN8RC-IIIb-12.1
2. *English Arts III. 2000. pp 156-158.
Differentiate facts from opinions
1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing
Feelings and

Attitudes.
EN8RC-IIIc-2.13

2. BEAM ENG8 – Social Issues Affecting the Community.

3. *English Expressways II. 2007. pp 76-77, 174-176, 208-209, 276-277.

Utilize coping reading strategies to process information in EN8RC-IIId-12
1. *English Expressways II. 2007. pp 120-121, 202, 243-244.
a text EN8RC-IIIi-12
React to what is asserted or expressed in a text
1. *English Expressways II. 2007. pp 59-60, 68-71, 114-117.
EN8RC-IIIe-2.1.7

2. *English Expressways III. 2007. pp 116-117.

Examine biases (for or against) made by the author EN8RC-IIIg-3.1.12
EN8RC-IIIh-3.1.12
4Q
Identify positions of a topic sentence EN8RC-IVa-2.21.1
1. *English Expressways II. 2007. pp 82, 91.
Identify details that support the topic sentence EN8RC-IVb-2.21.2
1. *English Expressways II. 2007. pp 82, 91, 200-201.
Note explicit and implicit signals (like cohesive devices)
1. BEAM ENG8 – Social Issues Affecting the Community.
used by the writer EN8RC-IVc-13.1
2. *English Expressways II. 2007. pp 153-154, 195.

3. *English Expressways III. 2007. pp 92-94.

Interpret and follow instructions, directions, notices, rules
1. *English Arts I. 2000. pp 47, 48, 61, 82, 83, 101, 132.
EN8RC-IVd-14.1
and regulations
Use text type knowledge (narrative in literature,
1. *English Expressways II. 2007. pp 83-89, 130-133, 159.
instructions, explanation, factual and personal recount, EN8RC-IVe-13
persuasive, expository) to process information in a text
Distinguish between general and specific statements EN8RC-IVf-10.2
1. *English Expressways II. 2007. pp 68-71, 190-195.

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Draw conclusions from a set of details EN8RC-IVh-2.12
1. *English Expressways II. 2007. pp 140, 240-241, 252-253.
LC- Listening Comprehension
1Q
Listen for important points signaled by volume, projection,
1. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
EN8LC-Ia-5.1
pitch, stress, intonation, juncture, and rate of speech
2. *English Expressways III. 2007. pp 38.
Listen for important points signaled by volume, projection,
1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
pitch, stress, intonation, juncture, and rate of speech
2. *English Arts I. 2000. pp 10, 11.
EN8LC-Ib-5.1

3. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.

4. *English Expressways III. 2007. pp 106-107, 120-121.

Listen for important points signaled by volume, projection,
1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
pitch, stress, intonation, juncture, and rate of speech
2. *English Arts I. 2000. pp 31, 32, 238, 239.
EN8LC-Ic-5.1
3. *New Horizons in Learning English I. 1999. pp 105-108.

4. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.

5. *English Expressways III. 2007. pp 105-107, 120-121.

Listen for important points signaled by volume, projection,
2. BEAM ENG 8 Module 1 – Noting Cultural Differences.
EN8LC-Id-5.1
pitch, stress, intonation, juncture, and rate of speech
3. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
Determine how volume, projection, pitch, stress,
1. *English Arts I. 2000. pp 10, 11.
intonation, juncture, and speech rate serve as carriers of EN8LC-Ie-9
2. *English Expressways III. 2007. pp 38, 105-107, 120-121.
meaning
Note the changes in volume, projection, pitch, stress,
1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
intonation, juncture, and rate of speech that affect EN8LC-If-5.2
2. *English Arts I. 2000. pp 10, 11.
meaning
3. *English Expressways II. 2007. pp 12, 28-30, 44, 64-65, 184-185.
Note the changes in volume, projection, pitch, stress,
1. *English Expressways III. 2007. pp 38.
intonation, juncture, and rate of speech that affect EN8LC-Ig-5.2
meaning
Note the changes in volume, projection, pitch, stress,
1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
intonation, juncture, and rate of speech that affect
2. *English Arts I. 2000. pp. 31, 32, 238, 239.
EN8LC-Ih-5.2
meaning
3. *New Horizons in Learning English I. 1999. pp 105-108.

4. *English Expressways III. 2007. pp 105-107.

Note the changes in volume, projection, pitch, stress,
1. BEAM ENG 8 Module 1 – Noting Cultural Differences.
intonation, juncture, and rate of speech that affect EN8LC-Ii-5.2
2. *English Expressways II. 2007. pp 12, 44, 64-65, 184-186, 211.
meaning
2Q
Employ appropriate listening skills and strategies suited to EN8LC-IIa-7
1. *English Expressways II. 2007. pp 42-43, 173-174, 198, 280-281.
long descriptive and narrative texts EN8LC-IIb-7
EN8LC-IIc-7
EN8LC-IId-7
EN8LC-IIe-7
Employ projective listening strategies with longer stories EN8LC-IIa-7.2
1. *English Expressways II. 2007. pp 42-43, 173-174, 198, 280-281.
EN8LC-IIh-7.2
EN8LC-IIi-7.2

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Infer dominant thoughts and feelings expressed in the
1. *English Expressways II. 2007. pp 78-79, 109, 173-174, 210-211, 258, 270.
EN8LC-IIb-6.2
text listened to
Determine the tone and mood of the speaker or EN8LC-IIc-2.13
1. *English Arts I. 2000. pp 218, 236.
characters in the narrative listened to EN8LC-IId-2.13
2. *English Expressways II. 2007. pp 12, 27-28, 63-64, 98, 140.
Infer the theme of the text listened to EN8LC-IIe-2.17.3
1. *English Expressways II. 2007. pp 12, 98, 140.
Formulate predictions about the contents of the listening
1. BEAM ENG8 Module 6 – Making Outlines.
EN8LC-IIf-2.5
text
2. *English Expressways II. 2007. pp 99, 140-141.
Listen to paraphrase information/ideas
1. *English Expressways II. 2007. pp 78-79, 109, 140-141, 198.
EN8LC-IIg-3.12

2. *English Arts III. 2000. pp 94, 113-114.

Employ appropriate listening skills and strategies suited to
1. *English Arts I. 2000. pp 218, 236.
EN8LC-IIi-7
long descriptive and narrative texts
2. *English Expressways II. 2007. pp 12, 27-28, 63-64, 98, 140.
3Q
Determine the target audience of a listening text and the
1. *English Expressways II. 2007. pp 27-28, 98, 109, 210-211, 258-259, 270.
EN8LC-IIIa-7.3
objective/s of the speaker
Judge the relevance and worth of ideas presented in the
1. *English Arts III. 2000. pp 104, 156, 255-256.
EN8LC-IIIb-8.2
text listened to
2. *English Expressways II. 2007. pp 78-79, 109-110.
EN8LC-IIId-8.2

3. *English Expressways III. 2007. pp 31-33, 128-131, 288-289.

Determine the stand of the speaker on a given issue
1. *English Arts I. 2000. pp 237, 238.
presented in the text listened to EN8LC-IIIe-7.1
2. *English Expressways II. 2007. pp 270.

3. *English Expressways III. 2007. pp 36-37.

Distinguish facts from opinion cited in the text listened to EN8LC-IIIf-2.10
1. *English Expressways II. 2007. pp 76-77, 174-176, 208-209, 276-277.
4Q
Predict what is to follow after a segment of a text listened
1. *English Expressways II. 2007. pp 99, 140-141.
EN8LC-IVa-2.5
to
Infer thoughts and feelings expressed in a text listened to EN8LC-IVb-6.2
Judge the relevance and worth of ideas presented in the EN8LC-IVd-8.2
1. *English Arts III. 2000. pp 104, 156, 255-256.
text listened to EN8LC-IVg-8.2
2. *English Expressways III. 2007. pp 128-131, 288-289.
Summarize information from the text listened to. EN8LC-IVe-3.14
1. *English Expressways II. 2007. pp 78-79, 109-110, 173-174.
EN8LC-IVi-3.14
Process speech delivered by making inferences from what EN8LC-IVf-10
1. *English Expressways II. 2007. pp 12, 98, 140.
has been listened to EN8LC-IVh-10
2. *English Expressways III. 2007. pp 288-289, 327-329.
VC- Viewing Comprehension
1Q
Use context clues from the material viewed to determine
1. BEAM ENG8 Module 2 – Establishing Links Among People.
EN8VC-Ia-8
the meaning of unfamiliar words or expressions
Use context clues from the material viewed to determine
1. BEAM ENG8 Module 2 – Establishing Links Among People.
EN8VC-Ib-8
the meaning of unfamiliar words or expressions
Use context clues from the material viewed to determine
1. BEAM ENG8 Module 2 – Establishing Links Among People.
EN8VC-Ic-8
the meaning of unfamiliar words or expressions
2Q

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Predict the gist of the material viewed based on the title, EN8VC-IIa-1.3
1. *English Expressways III. 2007. pp 271-272.
pictures, and excerpts EN8VC-IId-1.3
EN8VC-IIg-1.3
Determine the issue and stand presented in the material
1. BEAM ENG 8 Module 3 - Appreciating Asian Traditions and Values.
EN8VC-IIId-18
viewed
4Q
Analyze the elements that make up reality and fantasy EN8VC-IVa-20
based on a material viewed EN8VC-IVd-20
EN8VC-IVg-20
V- Vocabulary Development
1Q
Determine the meaning of idiomatic expressions by noting
1. BEAM ENG8 Module 15 – Getting Meaning of Idioms.
context clues and collocations
2. *English Arts I. 2000. pp 148, 149.
EN8V-Ia-10.2
3. *English Expressways II. 2007. pp 153, 179-180, 191-195, 273.

4. *English Arts III. 2000. pp 11-12, 235-236.

5. *English Expressways III. 2007. pp 144, 157, 251.

Determine the meaning of idiomatic expressions by noting
1. *English Arts I. 2000. pp 80, 81, 99, 100, 101.
context clues and collocations EN8V-Ib-10.2
2. *English Arts III. 2000. pp 11-12.

3. *English Expressways III. 2007. pp 45-47, 172, 350.

Determine the meaning of idiomatic expressions by noting EN8V-Ic-10.2
1. *English Arts I. 2000. pp 258, 259.
context clues and collocations EN8V-Id-10.2
2. *English Expressways III. 2007. pp 207, 305.
Use appropriate strategies in unlocking the meaning of
1. *New Horizons in Learning English I. 1999. pp 59-63, 109, 228-230.
unfamiliar words and idiomatic expressions
2. *English Expressways II. 2007. pp 179-180.
EN8V-Ie-4

3. *English Arts III. 2000. pp 11-12, 30-31, 45, 63-64, 73, 88, 113, 171.

4. *English Expressways III. 2007. pp 157, 287.

2Q
Discriminate between literal and figurative language EN8V-IIe-24
1. *English Expressways II. 2007. pp 153, 166, 191-195.
EN8V-IIi-24
Identify figures of speech that show emphasis (hyperbole
1. *English Arts I. 2000. pp 44, 45.
EN8V-IIf-10.1.4
and litotes)
2. *English Arts III. 2000. pp 54, 103-104.
Identify figures of speech that show emphasis (hyperbole
1. *English Arts I. 2000. pp 44, 45.
EN8V-IIh-10.1.4
and litotes)
3Q
Explain the meaning of a word through structural analysis
1. *English Arts I. 2000. pp. 116, 117, 131, 132, 205, 247, 248.
(prefixes, roots, suffixes)
2. *English Expressways II. 2007. pp 5, 22-23, 58.
EN8V-IIIa-15.3

3. *English Arts III. 2000. pp 113.

4. *English Expressways III. 2007. pp 29-30, 114-115.

Explain the meaning of a word through structural analysis
1. *English Arts I. 2000. pp. 116, 117, 131, 132, 205, 247, 248.
(prefixes, roots, suffixes) EN8V-IIIb-15.3
2. *English Arts III. 2000. pp 113.

3. *English Expressways III. 2007. pp 114-115.

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Explain the meaning of a word through structural analysis
1. *English Arts I. 2000. pp. 116, 117, 131, 132, 205, 247, 248.
EN8V-IIIc-15.3
(prefixes, roots, suffixes)
2. *English Expressways III. 2007. pp 30, 114-115.
Use appropriate strategies for unlocking unfamiliar words
1. *English Arts I. 2000. pp. 80, 81, 99, 100, 101, 116, 117, 131, 132, 148, 149.

2. *New Horizons in Learning English I. 1999. pp 59-63, 109, 228-230, 238-239.

EN8V-IIId-25

3. *English Expressways II. 2007. pp 179-180.

EN8V-IIIi-25

4. *English Arts III. 2000. pp 11-12, 30-31, 45, 63-64, 73, 88, 113, 171.

5. *English Expressways III. 2007. pp 287.

Arrive at meanings through context clues
1. *English Arts I. 2000. pp. 80, 81, 99, 100, 101, 148, 149.

2. *New Horizons in Learning English I. 1999. pp 109, 228-230.

EN8V-IIIe-12.3

3. *English Expressways II. 2007. pp 153, 191-195.

EN8V-IIIf-12.3

4. *English Arts III. 2000. pp 10-11, 45, 63-64, 73, 88, 171.

5. *English Expressways III. 2007. pp 45-47, 172, 350.

Analyze intention of words or expressions used in EN8V-IIIg-26
1. *English Expressways II. 2007. pp 45-46.
propaganda techniques EN8V-IIIh-26
Use appropriate strategies for unlocking unfamiliar words EN8V-IIIi-25
1. *English Expressways III. 2007. pp 157, 287.
4Q
Use various strategies in decoding the meaning of words EN8V-IVa-15
1. *New Horizons in Learning English I. 1999. pp 59-63, 109, 228, 230, 238-239.
EN8V-IVb-15
2. *English Expressways II. 2007. pp 179-180.
EN8V-IVc-15
3. *English Arts III. 2000. pp 11-12, 30-31, 45, 63-64, 73, 88, 113, 171.
EN8V-IVd-15
EN8V-IVe-15
EN8V-IVf-15
EN8V-IVg-15
EN8V-IVh-15
EN8V-IVi-15
LT- Literature
1Q
Express appreciation for sensory images used
1. *English Arts I. 2000. pp 246, 247.
EN8LT-Ic-2.2.1

2. *English Expressways III. 2007. pp 180-181, 281-285.

Explain the literary devices used. EN8LT-Ic-2.2.2
Determine tone, mood, technique, and purpose of the
1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing
Feelings and
author EN8LT-Id-2.2.3
Attitudes.

2. *English Arts I. 2000. pp 218, 236.

Determine tone, mood, technique, and purpose of the
1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing
Feelings and
author
Attitudes.
EN8LT-Ie-2.2.3

2. *English Arts I. 2000. pp 7, 8, 9, 218.

3. *English Expressways III. 2007. pp 9-11, 206-207.

Explain how a selection may be influenced by culture,
1. *English Expressways III. 2007. pp 179.
EN8LT-Ih-3
history, environment, or other factors
2Q
Express appreciation for sensory images used EN8LT-IIc-2.2.1
1. *English Arts I. 2000. pp. 246, 247.

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2. *English Expressways III. 2007. pp 180-181, 281-285.

Determine tone, mood, technique, and purpose of the
1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing
Feelings and
author EN8LT-IIf-2.2.3
Attitudes.

2. *English Arts I. 2000. pp 218, 236.

Determine tone, mood, technique, and purpose of the
1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing
Feelings and
author
Attitudes.
EN8LT-IIg-2.2.3

2. *English Arts I. 2000. pp 7, 8, 9, 218.

3. *English Expressways III. 2007. pp 9-11, 206-207.

Explain how a selection may be influenced by culture,
1. *English Expressways III. 2007. pp 179.
EN8LT-IIi-3
history, environment, or other factors
3Q
Identify the distinguishing features of notable poems,
1. *New Horizons in Learning English I. 1999. pp 177-183, 189-191, 205-205.
short stories, dramas, and novels contributed by EN8LT-IIIa-11.1
Southeast Asian writers
Express appreciation for sensory images used EN8LT-IIIc-2.2.1
1. *English Arts I. 2000. pp 246, 247.
Explain figurative language used EN8LT-IIId-2.2.4
1. *English Expressways III. 2007. pp 248-249.
Determine key ideas, tone, and purposes of the author
1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing
Feelings and
EN8LT-IIIf-2.2.5

Attitudes.
Determine key ideas, tone, and purposes of the author
1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing
Feelings and

Attitudes.
EN8LT-IIIg-2.2.5

2. *English Arts I. 2000. pp 7, 8, 9, 218.

3. *English Expressways III. 2007. pp 9-11, 206-207.

4Q
Express appreciation for sensory images used EN8LT-IVf-2.2.1
1. *English Arts I. 2000. pp 246, 247.
Explain figurative language used EN8LT-IVf-2.2.4
1. *English Arts I. 2000. pp 43-45, 187, 188, 245, 246.
Determine key ideas, tone, and purposes of the author
1. BEAM ENG8 Module 9 – Understanding and Appreciation of Genres Expressing
Feelings and
EN8LT-IVg-2.2.5
Attitudes.

2. *English Expressways III. 2007. pp 9-11, 206-207.

WC- Writing and Composition
1Q
Present ideas using a variety of graphic organizers
1. *New Horizons in Learning English I. 1999. pp 13-14, 162-163, 191-192, 215-
216, 269-270.
EN8WC-Ia-1.1.6.1

2. *English Expressways II. 2007. pp 14-18, 150-152, 242.

Organize ideas in one-step word, phrase, and sentence
1. *English Expressways II. 2007. pp 94-95, 283-289.
EN8WC-Ib-1.1.6
outline forms
Organize ideas in one-step word, phrase, and sentence
1. *New Horizons in Learning English I. 1999. pp 243-244.
EN8WC-Ic-1.1.6
outline forms
Organize ideas in one-step word, phrase, and sentence
1. *English Arts I. 2000. pp 197-199.
EN8WC-Id-1.1.6
outline forms
2. *New Horizons in Learning English I. 1999. pp 243-244.
Arrange notes using a variety of graphic organizers EN8WC-Ie-6.1
1. *New Horizons in Learning English I. 1999. pp 13-14, 162-163, 191-192, 215-
216, 269-270.
EN8WC-If-6.1
2. *English Expressways II. 2007. pp 14-18, 150-152, 242.

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3. *English Expressways III. 2007. pp 290-291.

Arrange notes in one-step word, phrase, and sentence
1. *English Expressways II. 2007. pp 44-45, 283-289.
EN8WC-Ig-6.2
outline forms
Arrange notes in one-step word, phrase, and sentence
1. *New Horizons in Learning English I. 1999. pp 243-244.
EN8WC-Ih-6.2
outline forms
Arrange notes in one-step word, phrase, and sentence
1. *English Arts I. 2000. pp 197-199.
EN8WC-Ii-6.2
outline forms
2. *New Horizons in Learning English I. 1999. pp 243-244.
2Q
Compose effective paragraphs EN8WC-IIa-2.8
1. *English Arts I. 2000. pp. 228-230.
EN8WC-IIb-2.8
2. *English Expressways II. 2007. pp 81-82, 111-113, 158, 175.
EN8WC-IIc-2.8
3. *English Arts III. 2000. pp 36-37, 99, 197.
EN8WC-IId-2.8
4. *English Expressways III. 2007. pp 17-18, 63-65.
Develop related support sentences EN8WC-IIc-2.2.1
1. *English Expressways II. 2007. pp 12 82, 91, 200-201.
Use a variety of techniques to formulate a conclusion EN8WC-IId-2.8.9
1. *English Expressways II. 2007. pp 11.
Develop paragraphs that illustrate each text type
1. BEAM ENG8 – Social Issues Affecting the Community.
(narrative in literature, expository, explanatory, factual EN8WC-IIe-2.2
2. *English Arts I. 2000. pp 52, 231.
and personal recount, persuasive)
3. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
Develop paragraphs that illustrate each text type
1. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
(narrative in literature, expository, explanatory, factual EN8WC-IIf-2.2
and personal recount, persuasive)
Develop paragraphs that illustrate each text type
1. *English Arts I. 2000. pp 253.
(narrative in literature, expository, explanatory, factual EN8WC-IIg-2.2
2. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
and personal recount, persuasive)
Develop paragraphs that illustrate each text type
1. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
(narrative in literature, expository, explanatory, factual EN8WC-IIh-2.2
and personal recount, persuasive)
Develop paragraphs that illustrate each text type
1. *English Expressways II. 2007. pp 100, 111-113, 158, 175.
(narrative in literature, expository, explanatory, factual EN8WC-IIi-2.2
and personal recount, persuasive)
3Q
Organize information about a chosen subject using a
1. *English Expressways II. 2007. pp 94-95, 283-284.
EN8WC-IIIa-1.10
graphic organizer
2. *English Expressways III. 2007. pp 290-291.
Transcode information from a graphic organizer to a topic
1. *English Expressways II. 2007. pp 14-18, 150-152, 242.
EN8WC-IIIb-1.1.6
or sentence outline
Compose an informative essay
1. *English Arts I. 2000. pp 69.
EN8WC-IIId-2.2.16

2. *English Expressways II. 2007. pp 81-82, 158.

EN8WC-IIIi-2.2.16
Acknowledge sources by creating a bibliography EN8WC-IIIe-1.6.3
1. *English Expressways III. 2007. pp 230-231.
EN8WC-IIIf-1.6.3
4Q
Distinguish among types of journalistic writing (news EN8WC-IVb-3.4.2
1. *English Expressways II. 2007. pp 81-82, 158.

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report, opinion article, feature article, and sports news
article)
Distinguish among types of journalistic writing (news
1. *English Expressways II. 2007. pp 81-82, 158.
report, opinion article, feature article, and sports news EN8WC-IVc-3.4.2
article)
Distinguish among types of journalistic writing (news
1. *English Expressways II. 2007. pp 81-82, 158.
report, opinion article, feature article, and sports news EN8WC-IVd-3.4.2
article)
F- Oral Language and Fluency
1Q
Use the correct sounds of English EN8F-Ia-3.11
1. *English Expressways II. 2007. pp 25-30, 44-45, 64-65, 79-80, 184-186, 211,
269.
EN8F-Ib-3.11
2. *English Arts III. 2000. pp 81-82, 105, 114-115, 133-134.
EN8F-Ic-3.11
2Q
Deliver a self-composed entertainment speech using all EN8F-IIg-3
1. *English Arts III. 2000. pp 178-180.
the needed speech conventions EN8F-IIh-3
EN8F-IIi-3
Maintain the interest of the audience by delivering punch
1. BEAM ENG8 Module 6 – Making Outlines.
EN8F-IIh-3.13
lines effectively
3Q
Observe the use of correct stress, pitch, and juncture
1. *English Expressways II. 2007. pp 26-30, 44-45, 64-65, 184-186, 211, 269.
EN8F-IIIb-5
when delivering a persuasive speech
Deliver a self-composed persuasive speech EN8F-IIIf-3
1. *English Arts III. 2000. pp 33-34.
EN8F-IIIh-3
G- Grammar Awareness
1Q
Use parallel structures EN8G-Ia-7
1. *English Expressways II. 2007. pp 208-210.
EN8G-Ib-7
EN8G-Ic-7
EN8G-Id-7
EN8G-Ie-7
EN8G-If-7
EN8G-Ig-7
EN8G-Ih-7
EN8G-Ii-7
Use appropriate cohesive devices in composing an EN8G-Ia-8
1. *English Expressways II. 2007. pp 212-213, 271.
informative speech EN8G-Ib-8
2. *English Expressways III. 2007. pp 280.
EN8G-Ic-8
EN8G-Id-8
EN8G-Ie-8

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EN8G-If-8
EN8G-Ig-8
EN8G-Ih-8
EN8G-Ii-8
2Q
Use appropriate grammatical signals or expressions
1. *English Expressways III. 2007. pp 48-57, 173-175, 176-177.
suitable to each pattern of idea development:
 general to particular
EN8G-IIg-9
 claim and counterclaim
EN8G-IIh-9
 problem-solution
 cause-effect
 and others
3Q
Share ideas using opinion-marking signals EN8G-IIIa-10
1. *English Expressways II. 2007. pp 208-210.
EN8G-IIIb-10
EN8G-IIIc-10
EN8G-IIIg-10
EN8G-IIIh-10
EN8G-IIIi-10
Use modals appropriately EN8G-IIIa-3.6
1. *English Arts I. 2000. pp 261.
EN8G-IIIb-3.6
2. *English Expressways II. 2007. pp 256-258.
EN8G-IIIc-3.6
EN8G-IIId-3.6
EN8G-IIIe-3.6
EN8G-IIIf-3.6
EN8G-IIIg-3.6
EN8G-IIIh-3.6
EN8G-IIIi-3.6
4Q
Use appropriate modifiers EN8G-IVa-15
1. *English Arts III. 2000. pp 53-54, 82-83.
EN8G-IVc-15
EN8G-IVe-15
EN8G-IVg-15
EN8G-IVi-15
Use appropriate logical connectors for emphasis EN8G-IVa-16
1. *English Expressways II. 2007. pp 64-65.
EN8G-IVf-16
EN8G-IVg-16
EN8G-IVi-16
Use active and passive constructions in journalistic EN8G-IVb-13
1. *English Expressways II. 2007. pp 77-78.
contexts EN8G-IVf-13
EN8G-IVh-13
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EN8G-IVi-13
Use past and past perfect tenses in journalistic writing EN8G-IVb-3
1. *English Expressways II. 2007. pp 39-42.
EN8G-IVd-3
2. *English Arts III. 2000. pp 66-68.
EN8G-IVe-3
EN8G-IVi-3
Use direct and reported speech in journalistic writing EN8G-IVc-14
1. *English Arts III. 2000. pp 97-99.
EN8G-IVd-14
EN8G-IVe-14
EN8G-IVg-14
EN8G-IVh-14
EN8G-IVi-14

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