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Activity 6 Topic 1 Module 3 Pass

The document summarizes an activity from Module 3 of an English curriculum guide. It discusses the end goals of teaching English as communicative competence and multiliteracies. It describes the five main processes that form the core of English teaching and confirms that the same five macroskills found in other Philippine frameworks are also found in English. It implies that English teaching is anchored in language theories and emphasizes assessment and feedback.

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1K views4 pages

Activity 6 Topic 1 Module 3 Pass

The document summarizes an activity from Module 3 of an English curriculum guide. It discusses the end goals of teaching English as communicative competence and multiliteracies. It describes the five main processes that form the core of English teaching and confirms that the same five macroskills found in other Philippine frameworks are also found in English. It implies that English teaching is anchored in language theories and emphasizes assessment and feedback.

Uploaded by

Je Rel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Activity 6 Topic 1 Module 3

Open your downloaded curriculum guide for English. Study the framework thoroughly. Answer
these guide questions.

1. What are the end goals of the teaching of English in the K to 12 Curriculum?
The end goals of teaching English in the K to 12 Curriculum are communicative competence
and multiliteracies.
 Communicative competence is the student’s ability to understand and use language
appropriately and correctly to communicate in authentic situations.
 The second goal of English language teaching is multiliteracies. The term “multi” and
“literacy” and implies that is not the only way to communicate. Text is combined with
sound and images. It is incorporated into movies, billboards, almost the site of the
internet and television. All the ways of communication require the ability to
understand a multimedia world.

2. Focus on the outer circle. What are the 5 main processes that form part of the core of the
teaching of English?

 The 5 main process that form part of the core of the teaching of English are the ff:
1.Construction 4. Interaction
2. Spiral Progression 5. Contextualization
3.Intergration

In addition to this is the Learner-centered instruction.

3. Are the macroskills found in curriculum frameworks of Filipino teaching and MTB-MLE also
found in the curriculum framework of English teaching?
 Yes. The five macroskills that are found in MTB-MLE and Filipino frameworks are
also found in the frameworks for English teaching.

4. What is written at the space where the 3 circles overlap? What does the overlap imply
about the teaching of English?
 The learning standard area of English teaching is written at the space where the 3
circles overlap. It implies about that the learner demonstrates the mastery of basic
skills in the English Language Arts, communicates appropriately, fluently and orally
and writes for a variety of purposes in different social and academic context at his/her
level while carrying out real life tasks as necessary to cope with the demands of a
functionally literate and competent, local, national and global citizen.

5. What are at the base of the framework? If they are at the base of the framework, what
does it imply?
 At the base of framework are theories of language teaching, theories of language and
acquisition and theories of language. It implies that English language teaching in the
K to 12 Curriculum is anchored 0n various theories.
6. On the sides, what two words are written? Are these words also found in the curriculum
frameworks of MTB-MLE and Filipino? What do these words tell about Language teaching?

 The 2 words are written on the sides are assessment and feedback. The words
assessment and feedback are also found in the MTB-MLE and Filipino framework.
Those words are the essential element in Language teaching
.

Give the four aspects of communicative competence. Give a short description.


Sociolinguistic
competence Discourse
It is concerned competence
w/ culture and The discourse
social rules that competence is our
govern knowledge of what
appropriate patterns of
Linguistic language use. organization and
competence cohensive devices
It deals w/ we can use to
grammar,
includes
vocabulary, Stragetic competence
spelling, It suggests that we can also
Communicative
punctuation marks overcome language gaps
Competence
and and modify messages with
pronunciation. regard to audience and
purpose; it shows we fluent
and effective

If it will be difficult for you to encode in this graphic organizer, you can just write it down
and label it properly.
Skills Check
 Lay the program/learning area standards for English teaching side by side with the key
standards and grade level standards. Do you see an articulation? (Are the standards
vertically connected
I see that they do have standards articulation and they are vertically connected.

 Go back to the K to 12 Curriculum Guide for English. Study the 16 domain which are
labeled content standards as

a) How are the 16 domains defined?


*oral language *spelling
*phonological awareness *writing and composition
*book and print knowledge *grammar awareness and structure
*alphabet knowledge *vocabulary development
*phonics and word recognition *reading comprehension
*fluency *listening comprehension
*attitude towards literacy and literature
*attitude towards language
*study strategies
*viewing

b) Are all the 16 domains taught in all Grade levels?

-No, because some content includes point and electronic text that are age, and also
content that are not reliable for some ages and culture appropriate.

c)Are the 16 domains aligned to the 5 macroskills?


Yes, they are align to 5 macroskills which are the listening, reading, writing,
speaking and viewing
 Why is this English language curriculum also termed language arts and multiliteracies
curriculum in the Curriculum Guide?
English language is termed language arts and multiliteracies because it is also rationale
why Mother- Tongue and Filipino follow a unified framework which allows easy transition
from acquiring and learning one language to another.

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