1. Nature and Structure of Language

2. Criteria of the system of communication
in order to be considered a language:
A
A
language uses symbols
language is meaningful and therefore can
be understood by other users of that
language.

3. A
A
language is generative
language has rules that govern how
symbols can be arranged.

4. The Building Blocks of Language
1. Phonemes- the smallest distinguishable
units in a language.
2. Morphemes- the smallest meaningful units
in a language.

5. 3. Syntax – is a system of rules that governs
how words can be meaningfully
arranged to form phrases and
sentences.

6. Properties of Human Language
 creative
and dynamic
- In Filipino, new words like
“tapsilog”, “pogi”, prove that language is
indeed creative and dynamic. Our emerging
Filipino language accepts the influences
from other languages and so is very
dynamic and continually evolving.

7.  Structured-
There are grammatical rules to
follow.
 Meaningful-
It can be understood by other
users of the language.

8.  Referential-
Evening star, morning star
 Interpersonal-
My description has to be
understood by my listeners.

9. Course Descriptions of the Language

10. What is the secondary English subject all
about?
The secondary English curriculum for 2002
seeks to develop citizenship and to address
the communication needs(i.e. interpersonal,
informative, and aesthetic) of Filipino
students for English, which is emerging as the
international lingua franca.

11. In line with developments in applied
linguistics and pedagogy, and in consonance
with
the
government
thrusts
and
globalization
,this
emerging
English
curriculum
adopts
a
communicativeinteractive, collaborative approach to

12. learning as well as reflection and
introspection with the aim in view of
developing autonomous language learners
who are aware of and are able to cope with
global trends.

13. …Central to the framework of this
curriculum is the need for language learning
that is contextualized, interactive, and
integrated.

14. Goals and Expectations
At the end of the First Year, the students is
expected to:
a. determine how sentences are used to
perform communicative acts, such as
describing, defining, classifying,etc.;

15. b. make use of real world knowledge and
experience with emphasis on crosscultural items ,
c. Work at the denotative meanings of a text;
identify and explain different literary
types with emphasis on Philippine
literature,

16. d. and show appreciation of art forms and
familiarization with the more common
mass media forms.

17. At the end of the Second Year, the students
is expected to:
a. Exhibit skills in utilizing the prosodic
features in oral texts and signals and
cues in written texts to follows the
development of ideas,

18. b. Show understanding and appreciation of
the different genres with emphasis on types
contributed by Afro-Asian and Philippine
countries,

19. c. and to manipulate formal devices used to
combine sentences to create continuous
prose employing different rhetorical
patterns.

20. At the end of the Third Year, the students is
expected to:
a. Utilize a variety of sentences and
methods in persuasion and
argumentations,

21. b. Break down complex sentence to get
the message in different text types,
c. Journalistic, scientific, literary, and
technical,

22. d. and single out the devices employed in
fiction works and non –fiction works
(foreshadowing,
flashbacks,
figurative
language, etc.) used by authors for
intellectual, emotional, and aesthetic
purpose with emphasis on Philippine and
British-American literature.

23. At the end of the Fourth Year, the students
is expected to:
a. Have acquired skills of assessing,
evaluating, and using relevant
information to meet their various needs,
thereby enabling them to adapt and
respond flexibly to a rapidly changing
world;

24. b. and to have developed
listening, speaking, reading, and writing
skills and appreciation of literature
resulting in a deeper understanding of the
ideas, experiences, and cultures of other
people, customs and traditions, as well as
values.

25. Scope and Sequence of the
Language Subjects

26. First Year
Quarter 1
Getting in Touch with Self and Others
1. How I see myself
2. How does family see me?
3. Through the eyes of my friends

27. 4. I, as a member of the community
5. How informed and concerned am I about
national and global issues?
6. Reaching out to others
7. being open to contrary opinions

28. 8. Do I step on the right of others?
9. My relationship with God
Output: My Profile: A thumbnail sketch ( An
autobiography, a collage,
or a self- portrait)

29. Quarter 2
I as a learner
1. I am a learner
2. Making sense of what I’ve learned
3. When communication bogs down
4. When memory fails me

30. 5. Planning my learning activities
6. Becoming a resourceful learner
7. Working harmoniously with others
8. Reflecting on what I’ve done
9. Synthesizing my learning experiences
Output: My portfolio as a learner

31. Quarter 3
My Relationship with Nature
1. Learning from nature
2. Bounties of nature
3. Taking care of nature
4. Coping with the wrath of nature

32. 5. The 3 Rs of waste management
6. Being a responsible steward of nature
7. Communing with nature
8. Nature in us
9. Drawing inspiration from nature
Output: a campaign for change: treating
nature right

33. Quarter 4
Science and Technology: Friend of Foe?
1. Development in transportation
2. Development in communication
3. Medical breakthroughs
4. Food for all

34. 5. Consumerism
6. Science and Technology: master or slave?
7. Our throw- away society
8. Experiencing information overload
9. Necessity: the mother of all inventions

35. Output: Round table discussion on the topic:
science and technology: friend of
foe?

36. Second Year
Quarter 1
Learning to Know
1. A wealth of knowledge
2. Learning to learn
3. Learning from experiences

37. 4. Learning from others
5. Learning from events
6. Learning from information technology
7. An analytical learner
8. Reflecting on what I learned

38. 9. Reflecting on an informative talk show
Output: An informative talk show related to
national and global issues

39. Quarter 2
Learning to Be
1. Being true to ourselves
2. Tracing our roots
3. Being a nationalists
4. Being an Asian citizen

40. 5. Being an open- minded but discerning
global citizen
6. Being a team player
7. Being concerned about people
8. Being concerned about nature
9. Being responsible for one’s decisions
Output: A peace book/ wall or board

41. Quarter 3
Learning to Become
1. Responding to differences of opinions
and culture
2. Responding to personal problems
3. Responding to societal problems

42. 4. Responding to uncertainties
5. Responding to changes
6. Responding to media
7. Taking risks
8. Listening to events

43. 9. Timeout for reflection
Output: A show case of growth through
colors, shapes, objects, sounds, and
language

44. Quarter 4
Learning to Do
1. Viewing problems and issues from
different vantage points
2. Reading up on previous efforts
3. Noting trends

45. 4. Drawing up plans
5. Trying things out
6. Analyzing results
7. Reflecting and evaluating processes
8. Creating new applications

46. 9. Presenting and sharing results
Output: A project proposal and end- ofproject reports

47. Third Year
Quarter 1
In the Realm of Thoughts
1. Seeing patterns
2. Perception versus reality
3. Reconciling contradictions

48. 4. Breaking down walls
5. Up- down and up again: The S- curve
6. People change
7. What’s new?
8. Green housing ideas

49. 9. Looking back, looking forward
Output: Making ideas take shape through
songs, painting, collage, etc.

50. Quarter 2
Interactions
1. Formal interaction with people
2. Interaction through technology
3. Interaction with nature
4. Interaction with ideas: A self-talk

51. 5. Non- verbal interactions
6. Reducing language barriers
7. Language of power
8. A cross- cultural perspective
Output: A phrase book of basic
conversational expressions

52. Quarter 3
Quality not Quantity
1. Uniqueness
2. Impact
3. Multi- modal
4. Inter- connectedness integration

53. 5. A work of art
6. A labor of love
7. Transcending time and space
8. Source of pride
9. Beyond the unexpected
Output: standards of quality: a primer

54. Quarter 4
Making a Difference
1. People who make a difference
2. Earth- shaking events
3. Moving ideas
4. Inventions and discoveries that change
the world

55. 5. What if?
6. Both sides of the coin
7. Taking a stand
8. Refuting arguments
9. Where lies the truth?
Output: debate

56. Fourth Year
Quarter 1
Education for Life
1. Learning to think
2. Expanding and refining knowledge
3. Applying for college admission/
employment

57. 4. Process and product
5. Language in the content area
6. Developing a sense of responsibility
7. Service for others and willingness to
share
8. Making my voice heard

58. 9. Previewing and evaluating
Output: Annotated bibliography and note
cards

59. Quarter 2
Education for Justice
1. Sharing resources equitably
2. Tempering justice with mercy
3. In defense of life
4. Defending basic human rights

60. 5. The culture of non- violence
6. Trial by publicity
7. Justice delayed, justice denied
8. In fairness to all
9. Speaking out in defense with others
Output: Debate and letters to the editor

61. Quarter 3
Education for Sustainable Development
1. Education: A life long process
2. Values for sustainable growth and
development
3. Change is costly

62. 4. Networking
5. Self- management
6. concern for the environment
7. Using language to establish relationships
8. Constant self- assessment
Output: Research paper. Draft for chapters
1- 3

63. Quarter 4
Education for Global Citizenship
1. Stressing interconnectedness
2. Looking at problems in a global context
3. Accepting cultural differences
4. Working cooperatively and responsibly

64. 5. Thinking in critical and systematic way
6. Going ``global``
7. Adjustments and re- adjustments
8. Language for survival in a global culture
9. Envisioning possible, preferred and
plural future scenarios

65. Output: Research paper or a simple
feasibility study