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Learning Competencies I

1. The document outlines learning competencies in English for listening, speaking, reading, writing, and literature. 2. It details skills and strategies for comprehending spoken and written language including adjusting listening strategies, following instructions, identifying feelings and attitudes, and appreciating different text types. 3. Writing competencies include filling out forms, presenting information visually, producing different text types, editing work, acknowledging resources, and expressing thoughts in different writing genres.

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Gabbi Rosaldo
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© Attribution Non-Commercial (BY-NC)
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208 views

Learning Competencies I

1. The document outlines learning competencies in English for listening, speaking, reading, writing, and literature. 2. It details skills and strategies for comprehending spoken and written language including adjusting listening strategies, following instructions, identifying feelings and attitudes, and appreciating different text types. 3. Writing competencies include filling out forms, presenting information visually, producing different text types, editing work, acknowledging resources, and expressing thoughts in different writing genres.

Uploaded by

Gabbi Rosaldo
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LEARNING COMPETENCIES

ENGLISH I

LISTENING

1. Adjust listening strategies (marginal, selective, attentive, critical) in relation to the


main purposes of listening, one’s familiarity with the topic and level of difficulty
of a text describing a process and narrating short accounts
1.1 Determine the type of listening suited to a given text and employ
appropriate strategies called for to make sense of the text
1.2 Listen to determine steps in a process in informative texts
1.2.1 Listen to explanations of specific processes noting sequence
and cause-effect relationships
1.3 Determine the information map suited to different text types, e.g.
flowcharts (for narratives, processes, etc.), tree diagrams (for
classifications and enumerations), and Venn diagram or grid (for
comparison)
1.4 Identify the persons speaking and addressed, and the stand of the
speaker on issues pertaining to the home and family
1.4.1 Identify the stand of the speaker based on the explicit statements
made

2. Listen closely to determine what to do and what not to do as indicated in


announcements, instructions and cautions given orally in emergency situations,
weather bulletins, etc.
2.1 Listen to and carry out instructions given
2.2 Distinguish what to do and what not to do in emergency situations (fire,
typhoon, earthquake, etc.)

3. Determine the content and feeling levels of utterances


3.1 Identify the speech event, interlocutors and objectives of the speaker
3.2 Identify attitudes and feelings signaled by prosodic features (e.g. intonation
and stress)

4. Get information from rapid and distorted speech (e.g. commentary on a game,
broadcasts on current events, etc.)
4.1 Supply words not heard in a listening text
4.2 Listen to clues to enable one to tune in to the topic

5. Express appreciation for entertaining texts (anecdotes, jokes, fables, tales) in


sharing sessions
5.1 Listen to appreciate the plot, character development, and theme in
narratives
5.2 Listen to single out the punch lines in jokes, anecdotes, tales and fables

SPEAKING

1. Speak in clear correct English appropriate to the situation and adjust rate,
volume, and choice of register to suit the audience
1.1 Observe correct pronunciation of critical vowel and consonant sounds
1.2 Use correct prosodic patterns: intonation and stress, pausing and blending
1.2.1 Respond to offers made (accept, turn down or negotiate
changes in offers made)
1.3 Give clear commands, requests and directions to get things done
1.3.1 Give instructions, prohibitions, warnings

2. Give information and express needs, opinions, feelings and attitudes in


explicit terms
2.1 Formulate responses to questions noting the types of questions
raised (yes-no, wh-questions, alternative, modal, embedded)
2.2 Convey, using visual aids (e.g. graphs, charts, etc.), information on
topics dealing with science and mathematics
2.3 Relay information obtained over the telephone and from radio
broadcasts

3. Observe social and linguistic conventions in oral interactional and


transactional discourse (e.g. interview, asking, and giving directions, etc.)
3.1 Ask and answer different types of questions when conducting an interview
3.2 Use communication strategies (e.g. paraphrase and translation) to make
up for inadequacies in the use of English
3.3 Observe appropriate turn-taking and turn-getting strategies in oral
discourse

4. Arrive at a consensus by citing proof statements


4.1 Agree/disagree with assertions and observations made in radio
broadcasts and when sharing information on topics dealing with Science
and Mathematics
4.1.1 React to information shared in small group discussions

READING

1. Get information from the different parts of a book, current information from
newspapers and data from general references in the library
1.1 Use the card catalogue to locate references in the library
1.2 Get information from the different parts of a book
1.3 Gather current information from newspapers and other print media

2. Use different reading styles (scan, skim, read closely, etc.) to suit the text and
one’s purpose for reading
2.1 Scan for specific information
2.2 Skim rapidly for major ideas using headings as guide
2.3 Read closely to find answers to specific questions, note sequence of
events, etc.
3. Use non-linear visuals as comprehensive aids in content texts
3.1.1 Transcode orally and in writing the information presented in diagrams,
charts, table, graphs, etc.
3.1.2 Use illustrations to activate background knowledge and to get a
pictorial representation of what is discussed in the text
3.1.3 Give the meaning of signs and symbols used (e.g. road sign,
prohibited signs, etc.) and evaluate their effectiveness
3.1.4 Locate places and follow directions using a map

4. Use ideas and information gained from previous readings and personal
experiences to better understand a text
4.1 Use background knowledge or schema as basis for conjectures and
hypothesis made while reading a text
4.2 Synthesize previous learnings with new insights

5. Conduct a covert dialogue with the writer as a basis for formulating and
modifying hypotheses
5.1 Formulate and modify hypotheses based on information
5.2 Distinguish fact from opinion, fantasy from reality
5.3 React to assertions made in the text
5.4 Make predictions and anticipate outcomes

6. Use varied text types to develop extensive reading skills


6.1 Interpret instructions, directions, notices, rules and regulations correctly
6.2 Make generalizations and significant abstractions from different text
types

7. Use structural, lexical and contextual devices in deriving the meaning of


unknown words and ambiguous and information-dense discourse
7.1 Identify the sense and reference of words in reading texts for a better
understanding of a selection
7.2 Show recognition of collocations and semantic relationships by
arranging words in clines and clusters
7.3 Single out cohesive markers that signal relationships

WRITING

1. Give personal information in school forms and write announcements of school


events
1.1 Fill out forms such as:
 Library card
 Enrolment/registration forms
 Information sheet
 Application form
1.2 Write announcements of school events
2. Present information in graphic and non-linear texts
2.1 Take down notes utilizing information maps
 Linear and cyclical flowcharts
 Two-level tree diagrams
 Three columnar grids
2.2 Use two - step word and phrasal outlines to organize ideas
2.3 Make a write-up interpreting charts and graphs

3. Produce different text types, narrative (diary entries), expository (process


explanation, interviews, etc.) and descriptive (comparison and contrast)
3.1 Write well-constructed paragraphs utilizing the macro-discourse
patterns (PSn) Problem-Solution or (TRI) Topic-Restriction-Illustration
suited to the discourse type
3.2 Use cohesive devices and appropriate rhetorical functions and
techniques to express one’s ideas, needs, feelings and attitudes
3.3 Use key idea sentences, support sentences, transition devices and
restatements in texts

4. Edit one’s written work (e.g. composition, reports, journals) following guidelines
concerning content, format and mechanics
4.1 Add details, explanations, examples where necessary
4.2 Delete unnecessary information

5. Acknowledge resources used


5.1 Use quotation marks to enclose direct quotations from resources
5.2 Use expressions like “according to . . .” to indicate citations made

6. Express thoughts and feelings effectively in writing book reports and


correspondence for specific social purposes
6.1 Write personal letters
 Friendly
 Thank you
 Excuse
 Congratulatory
 Condolence
6.2 Make diary entries of significant events
6.3 Write summaries in book reports

LITERATURE

1. Show understanding and appreciation of various literary types e.g. stories,


poems, essays, drama (with emphasis on Philippine literature)
1.1 Identify the elements of a literary form which distinguishes it from other
literary forms: short story, poem, essay, drama
1.2 Explain the characteristics of fables, legends, myths, folktales
1.2.1 Single out events that form the plot of a short story
1.2.2 Point out the author’s technique for characterization
1.3 Determine the text structure of essays
1.4 Explain poetic devices, use of local color, figurative language and sensory
images in literary forms
1.4.1 Express appreciation for sensory images in poems

2. Discover literature as an art form serving as a means of developing better


understanding of the human condition and the environment.
2.1 Express appreciation of one’s identity and cultural heritage
2.1.1 Show appreciation for worthwhile local traditions and practices
expressed in Philippine literature and the values they represent
2.1.2 Show appreciation of literature specifically Philippine literature as
a means of highlighting human rights in varied genres
2.1.3 Express appreciation of literature expressive of the Filipino
identity

2.2 Determine the conflicts presented in literature (man vs. man, man vs
himself, man vs. institutions) and the need to resolve those conflicts in a
non-violent way
2.2.1 Infer motives, attitudes and values of a character from what
the person does (action/manner), says and what others say
about him/her

3. Discover through Philippine literature the need to work cooperatively and


responsibly in today’s global village
3.1 Take note of Filipino cultural values underscored in Philippine literature
4. State whether a literary piece affirms, modifies or changes one’s value system
4.1 Note the values underscored by the writer in literary pieces
4.2 Distinguish literature as a means of gaining vicarious experiences

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