CG English 5

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Republic of the Philippines

Department of Education

DepEd Complex, Meralco Avenue

Pasig City

K to 12 Curriculum GuideENGLISH

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*4 P0*/-)-P05 A.D RA*-.A/E

/anguage is the basis of all communication and the primary instrument of thought4 hin6ing, learning, and language are interrelated4 /anguage is governed by rules

and systems (language conventions" 7hich are used to explore and communicate meaning4 *t defines culture 7hich is essential in understanding oneself (personal

identity", forming interpersonal relationships (sociali8ation", extending experiences, reflecting on thought and action, and contributing to a better society4 /anguage,

therefore, is central to the peoples9 intellectual, social and emotional development and has an essential role in all 6ey learning areas%

4

/anguage is the foundation of all human relationships4 All human relationships are established on the ability of people to communicate effectively 7ith each other4 -ur

thoughts, values and understandings are developed and expressed through language4 his process allo7s students to understand better the 7orld in 7hich they live and

contributes to the development of their personal perspectives of the global community4 People use language to ma6e sense of and bring order to their 7orld4 herefore,

proficiency in the language enables people to access, process and 6eep abreast of information, to engage 7ith the 7ider and more diverse communities, and to learn

about the role of language in their o7n lives, and in their o7n and other cultures4

**4 +*D*. PR*.C*P/E)

he ':%# /anguage Arts and Multiliteracies Curriculum is anchored on the follo7ing language ac;uisition, learning, teaching and assessing principles4

All languages are interrela ted and interdependent4 1aci lity in the first language (/ %" strengthens and supports the learning of other languages (/ #"4

Ac;uisition of sets of s6ills and impl icit metalinguistic 6no7ledge in one language (common underlying prof iciency or C+P" provides the base for the

development of both the first language (/%" and the second language (/#"#4 *t follo7s that any expansion of C+P that ta6es place in one language 7ill have a beneficial

effect on the other language(s"4 his principle serves to explain 7hy it becomes easier and easier to learn additional languages4

/anguage ac;uisition and learning is an active process that begins at birth and continues throughout life4 *t is continuous and recursive throughout students9 lives4

)tudents enhance their language abilities by using 7hat they 6no7 in ne7 and more complex contexts and 7ith increasing sophistication (spiral progression"4 hey

reflect on and use prior 6no7ledge to extend and enhance their language and understanding4 y learning and

incorporating ne7 language structures into their repertoire and using them in a variety of contexts, students develop language fluency and proficiency4 Positive learning

experiences in language:rich environments enable students to leave school 7ith a desire to continue to extend their 6no7ledge, s6ills and interests4

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/earning re;uires meaning&4 2e learn 7hen 7e use 7hat 7e 6no7 to understand 7hat is ne74 )tart 7ith 7hat the students 6no7@ use that to introduce

ne7 concepts4 hey use language to examine ne7 experiences and 6no7ledge in relation to their prior 6no7ledge, experiences, and beliefs4 hey ma6e connections,

anticipate possibilities, reflect upon ideas, and determine courses of action4

/earners learn about language and ho7 to use it effectively through their engagement 7ith and study of texts4 he term 9text9 refers to any form of 7ritten (reading and

7riting", oral (listening and spea6ing" and visual communication involving language4 he texts through 7hich students learn about language are 7ide:ranging and varied,

from brief conversations to lengthy and complex forms of 7riting4 he study of specific texts is the means by 7hich learners achieve the desired outcomes of language,

rather than an end in itself4 /earners learn to create texts of their o7n and to engage 7ith texts produced by other people4

)uccessful language learning involves vie7ing, listening, spea6ing, reading and 7riting activities !4 /anguage learning should include a plethora of strategies and

activities that helps students focus on both MEA.*. and ACC+RAC54

/anguage learning involves recogni8ing, accepting, valuing and building on students9 existing language competence, including the use of non:standard forms of the

language, and extending the range of language available to students4 hrough language learning, learners develop functional and critical literacy s6ills4 hey learn to

control and understand the conventions of the target language that are valued and re7arded by society and to reflect on and critically analy8e their o7n use of language

and the language of others4

An effective language arts and multiliteracies curriculum satisf ies the fo llo7ing principles B4

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*** 4 .EED) -1 0E /EAR.ER) ? 0E C-.E

he generation born after the year %


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*G4 -+C-ME)

he ultimate goal of the /anguage Arts and Multiliteracies Curriculum is to produce graduates 7ho apply the language conventions, principles, strategies and s6ills in (%"

interacting 7ith others, (#" understanding and learning other content areas, and (&" fending for themselves in 7hatever field of endeavour they may engage in4

%4 Communicative Competence

Communicative Competence is a synthesis of 6no7ledge of basic grammatical principles, 6no7ledge of ho7 language is used in social settings to perform

communicative functions, and ho7 6no7ledge of utterances and communicative functions can be combined according to the principles of discourse4=

Communicative competence is classified into the follo7ing competencies4

%4 rammatical/inguistic Competence means the ac;uisition of phonological rules, morphological 7ords, syntactic rules, semantic rules and lexical items4

#4 )ociolinguistic Competence refers to the learning of pragmatic aspect of various speech acts, namely, the cultural values, norms, and other socio:

cultural conventions in social contexts4 hey are the context and topic of discourse, the participant9s social status, sex, age, and other factors 7hich influence styles and

registers of speech4 )ince different situations call for different types of expressions as 7ell as different be liefs, vie7s, values, and attitudes, the development of

sociolinguistic competence is essential for communicative social action4

&4 Discourse Competence is the 6no7ledge of rules regarding the cohesion (grammatical lin6s" and coherence (appropriate combination of communicative

actions" of various types of discourse (oral and 7ritten"4 )ociolinguistic rules of use and rules of discourse are crucial in interpreting utterances for social meaning,

particularly 7hen the literal meaning of an utterance does not lead to the spea6er9s intention easily4

4 )trategic Competence is to D- 7ith the 6no7ledge of verbal and non:verbal strategies to compensate for brea6do7n such as self:correction and at

the same time to enhance the effectiveness of communication such as recogni8ing discourse structure, activating bac6ground 6no7ledge, contextual guessing, and

tolerating ambiguity4

#4 Multiliteracies

Multiliteracies (multi literacy practices" recogni8e that there are many 6inds of literacy at 7or6 7ithin our society4 hese include traditional literacy practices

using texts as 7ell as ne7 literacy practices using texts of popular culture such as films4 )ocial literacy encompasses ho7 7e communicate and exchange meaning in our

society 7hile professional literacy lin6s 7ith the notion of literacy for school of the 7or6place4

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he curriculum aims to help learners ac;uire highly:developed literacy s6ills that enable them to understand that English language is the most 7idely used medium of

communication in rade and the Arts, )ciences, Mathematics, and in 7orld economy4 1urthermore, the curriculum aims to help learners understand that English language

is a dynamic social process 7hich responds to and reflects changing social conditions, and that English is inextricably involved 7ith values, beliefs and 7ays of thin6ing

about ourselves and the 7orld 7e d7ell in4 hrough multi:literacy s6ills, learners 7ill be able to appreciate and be sensitive to sociocultural diversity and understand that

the meaning of any form of communication depends on context, purpose and audience4

IV. CONCEPTUAL FRAE!ORK

he 7orld is no7 in the H'no7ledge ageH 7here the challenge of education is to prepare learners to deal 7ith the challenges of the changing 7orld4 )tudents in this age

must be prepared to compete in a global economy, understand and operate complex communication and information systems, and apply higher level thin6ing s6ills to ma6e decisions

and solve problems4

he /anguage Arts and Multiliteracies Curriculum (/AMC" addresses these needs4 his is the rationale 7hy Mother ongue, 1ilipino and English follo7 a unified frame7or6 7hich

allo7s easy transition from ac;uiring and learning one language to another4

he curriculum has five (!" components4 Each component is essential to the learners9 ability to communicate effectively in a language leading them to achieve communicative competence

and multiliteracies in the Mother ongue, 1ilipino and English4 he diagram on page # sho7s that the heart and core of /AMC is ma6ing meaning through language and aims to

develop graduates 7ho are communicatively competent and multiliterates4

Component % illustrates learning processes that 7ill effect ac;uisition and learning of the language4 * t explains the 0-2 of language learning and therefore serves as guiding principles

for language teaching4

Component # describes 6no7ledge and s6ill areas 7hich are essential to effective language use (understanding of cultures, understanding language, processes and strategies" 7hich

7ill be developed through language arts (macro:s6ills"4

Component & sho7s the interdependence and interrelationships of the macro:s6ills of the language (listening, spea6ing and vie7ing@ reading, vie7ing and responding@ 7riting and

representing" and the development of thin6ing s6ills (critical thin6ing, creative thin6ing and metacognition" allo7ing students to ma6e meaning through language4

Component explains the holistic assessment of the /anguage Arts and /iteracy Curriculum 7hich serves as feedbac6 of its effectiveness to students, teachers, school administrators,

and curriculum developers4

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COPONENT 1" L#$%u#%e Le#r$i$% Proce&&

1or effective language ac;uisition and learning to ta6e place, language teachers must be guided by the six (B" language teaching principles4 hese principles explain the natural

process of language development4

%4 )piral Progression

)6ills, grammatical items, structures and various types of texts 7ill be taught, revised and revisited at increasing levels of difficulty and sophistication4 his 7ill allo7 students to

progress from the foundational level to higher levels of language use4

#4 *nteraction

/anguage learning 7ill be situated in the context of communication (oral and 7ritten"4 Activities that simulate real:life situations of varying language demands (purposes, topics,

and audiences" 7ill be employed to help students interact 7ith others thereby improve their sociali8ation s6ills4

&4 *ntegration

he areas of language learning : the receptive s6ills, the productive s6ills, and grammar and vocabulary 7ill be taught in an integrated 7ay, together 7ith the use of relevant print

and non:print resources, to provide multiple perspectives and meaningful connections4 *ntegration may come in different types either implicitly or explicitly (s6ills, content, theme,

topic, and values integration"4

4 /earner:Centeredness

/earners are at the center of the teaching:learning process4 eaching 7ill be differentiated according to students9 needs, abilities and interests4 Effective pedagogies 7ill be used to

engage them and to strengthen their language development4

!4 Contextuali8ation

/earning tas6s and activities 7ill be designed for learners to ac;uire the language in authentic and meaningful contexts of use4 1or example, lessons 7ill be planned around

learning outcomes, a theme, or a type of text to help learners use related language s6ills, grammatical itemsstructures and vocabulary appropriately in spo6en

and 7ritten language to suit the purpose, audience, context and culture4 /earning points 7ill be reinforced through explicit instruction and related follo7:up practice4

B4 Construction

Ma6ing meaning is the heart of language learning and use4 /earning tas6s and activities 7ill be designed for learners in such a 7ay that they 7ill have time to ref lect on and

respond to ideas and information4 /earners 7ill be provided 7ith sufficient scaffolding so that they 7ill be able to reach their full cognitive, affective, and psychomotor potentials

and become independent learners 7ho are good consumers and constructors of meaning4

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COPONENT 2" E''ecti(e L#$%u#%e U&e

here are three maFor applications of the macro:s6ills of the language (+nderstanding of Cultures@ +nderstanding /anguage@ and Processes and )trategies"4 hey are described as

the 6no7ledge and s6ill areas 7hich are essential to effective language use demonstrated through the language macro:s6ills4

%4 +.DER)A.D*. C+/+RE)4 /earning language through text types and literary appreciation exposes learners to different cultures of the 7orld,

including one9s culture4 /earners develop sociolinguistic and sociocultural understandings and apply them to their use of the language (Mother ongue, 1ilipino, and English"4

)ociolinguistic understanding refers to appropriate language use4 *t is defined in this document as ta6ing into account the social significance of linguistic forms and the linguistic

implications of social facts4 /anguage is a complex social practice that reflects and reinforces shared understandings about appropriate actions, values, beliefs and attitudes 7ithin

a community4 hese shared understandings determine not only 7hat is communicated and 7hen and ho7 it is communicated, but also 7ho does the communicating4 hese

collectively constitute the sociolinguistic features of language4

)ociocultural understanding refers to 6no7ing about the language spea6ing communities4 *t means ta6ing into account the non:linguistic features in the life of a society4 /earners

broaden their frame of reference beyond their o7n social and cultural experiences4 hey gain insights into different values and belief systems and ac6no7ledge the culturalcontexts 7hich underpin them4 hey ma6e sense of the social fabric of the target language community4 hey understand that the natural and physical environments : as 7ell as the

social, economic, historical and political environments : influence the language spea6ing groups and their cultural traditions4

#4 +.DER)A.D*. /A.+AE4 /earners apply their 6no7ledge of the system of the language to assist them to ma6e meaning and to create meaning4 hey come to

recogni8e the patterns and rules of the language 7hich emerge as they interact 7ith a plethora of texts (literary and informational" to ma6e meaning4 hey apply this 6no7ledge

and understanding to create their o7n spo6en, 7ritten and visual texts4 Differences in language systems are expressed in a variety of 7ays? for example, in grammatical

differentiations, variations in 7ord order, 7ord selection, or general stylistic variations in texts4 y comparing the system of the language 7ith the systems of other languages,

students understand that each language is different, but has identifiable patterns 7ithin its o7n system4

&4 PR-CE)) A.D )RAE*E)4 /earners select from a repertoire of processes and strategies by reflecting on their understanding of the 7ay language 7or6s for a

variety of purposes in a range of contexts4 hey deliberate on ho7 they use language and apply different language strategies, depending on their purpose, context and audience4

hey use language as a 7ay of coming to grips 7ith ne7 ideas, resolving difficulties or solving problems4 hey use strategies such as brainstorming and discussion as a 7ay of

developing ideas4 hey experiment, ta6e ris6s and ma6e approximations 7ith language as a 7ay of developing their language s6ills4 hey clarify 7hat they need to 6no7 7hen

see6ing information for particular purposes4 hey use 6ey:7ord searches and their understanding of the conventions of informational texts such as tables of contents, headings,

indexes, fore7ords and glossaries as aids in locating information4 hey assess the usefulness of information for particular purposes4

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hey treat information and ideas critically and evaluate information in terms of its reliability and currency4 hey ma6e notes and graphic representations of information

and combine information from different sources into a coherent 7hole by summari8ing, comparing and synthesi8ing4

/earners reflect on ethical considerations in the use of ideas and information4 hey recogni8e the importance of attributing sources of ideas and information, and of presenting or

representing ideas and information in 7ays 7hich are not misleading4 hey use ;uotation and sourcing conventions appropriately4 hey ta6e into account the possible effects of

and responses to the presentation of ideas and information4

COPONENT )" #*i$% e#$i$% t+rou%+ L#$%u#%e

/anguage is the maFor instrument in communication (oral and 7ritten" and the heart of 7hich is the exchange of meaning4 /anguage learning should focus on guiding students ma6e

meaning through language for different purposes on a range of topics and 7ith a variety of audiences4 )tudents must be able to adapt to various situations 7here communication

demands greatly vary4

he s6ills, grammatical items, structures and various types of texts 7ill be taught, and revisited at increasing levels of difficulty and sophistication4 his design allo7s students to progress

from the foundational level to higher levels of language use4

he /anguage Arts and Multiliteracies Curriculum (/AMC" is composed of five (!" intricately intert7ined and integrated sub:strands (listening, spea6ing, reading, 7riting, and vie7ing"

that serve as building bloc6s for understanding and creation of meaning and for effective communication across curricula (Matrix %"4

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he revised curriculum re:organi8es the *ntegrated /anguage Arts Curriculum according to the content standards that must be met by all students at the end of basic education4 his is not

inconsistent 7ith the proposed ! sub:strands of the /anguage Arts and Multiliteracies Curriculum (/AMC" but fleshes out the areas that children need to learn and that teachers need to

teach in greater detail4 elo7 is the matrix that presents the spread and alignment of the language and literacy domains 7ith the ! sub:strands4

Alignment of the /anguage and /iteracy Domains 7i th the ! sub:strands

*ntegrated /anguage Arts Domains /*)E.*. )PEA'*. READ*. 2R**. G*E2*.

%4 -ral /anguage

#4 Phonological A7areness

&4 oo6 and Print 'no7ledge

4 Alphabet 'no7ledge

!4 Phonics and 2ord Recognition

B4 1luency

34 )pelling

=4 2riting and Composition


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1unnelling of Domains Across the ':%# asic Education *ntegrated /anguage Arts Curriculum

Domains ' :& :B 3:%$ %%:%#

-ral language

Phonological a7areness

oo6 and Print 6no7ledge

Alphabet 6no7ledge

Phonics and 7ord recognition

1luency

)pelling

2riting and composition

rammar a7areness and structure

Gocabulary development

Reading comprehension

/istening comprehension

Attitude to7ards language, literacy and

literature

)tudy strategies

Gie7ing

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%4

#4


Coherence 7ith the asic Education Program oals

he ':%# languages curriculum ensures that processes and products of learning actively foster and contribute to the achievement of the basic education program

goals4

Competencies are spiraled across the curriculum and year levels4 +pper level courses 7ill focus on 7riting, comprehension and study strategies4


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&4 Content includes print and electronic texts that are age, context and culture appropriate4

COPONENT ," Holi&tic A&&e&&me$t

Assessment is an important aspect of learning and teaching4 *t should be effectively used to support the holistic development of our pupils4 -ur assessment practices should go beyond

summative evaluation and move to7ards a more holistic approach40olistic assessment refers to the ongoing gathering of information on different facets of a child from various sources, 7ith the aim of providing ;ualitative and ;uantitative feedbac6

to support and guide the child9s development4 0olistic assessment informs our teachers of their teaching practices and guides them in the design and delivery of student learning4 *t

7ill also enable parents to support their children9s development and gro7th4

Characteristics of Assessment

%4 Proximity to actual language use and performance

Assessment procedures should be based on activities that have authentic communicative function rather than ones 7ith little or no intrinsic communicative value4 hese

activities are based on actual performance in authentic situations 7hich the learner is li6ely to encounter in his or her daily life4

#4 A holistic vie7 of language

Assessment procedures are based on the notion that the interrelationships among the various aspects of language, such as phonology, grammar, and vocabulary, among

others cannot be ignored4 Also the four s6ills of language:listening, spea6ing, reading, and 7riting:are seen to be parts of a structurally integrated 7hole4 Assessment

approaches should be used for communication and self:expression4 Assessment also ta6es into account the 7hole learner and his or her social, academic, and physical

context4

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&4 An integrative vie7 of learning

Assessment attempts to capture the learner9s total array of s6ills and abilities4 *t measures language proficiency in the context of specific subFect matter4 Assessment procedures

are based on the idea that various aspects of a learner9s life, both academic and personal, are integral to the development of language proficiency and cannot be ignored4

hese dimensions include not only processes such as ac;uiring and integrating 6no7ledge, extending and refining 6no7ledge, and using 6no7ledge meaningfully, but alsoissues such as varying student attitudes to7ards learning4

4 Developmental appropriateness

Assessment procedures set expectations that are appropriate 7i thin the cognit ive, social, and academic development of the learner4 his character istic of assessment

ma6es it particularly valuable for second language learners 7ho come from culturally diverse bac6grounds and 7ho may have atypical educational experiences4

!4 Multiple referencing

Assessment entails obtaining information about the learner from numerous sources and through various means4

1or students, assessment should allo7 them to see their o7n accomplishments in terms that they understand and, conse;uently, allo7s them to assume responsibility for their

learning4 Assessment should allo7 parents to share in the educational process, and offers them a clear insight into 7hat their children are doing in school4 1or teachers, the primary

advantage of assessment is that it provides data on their students and their classroom for educational decision:ma6ing4 *n addition, it reports the success of the curriculum and provides

teachers 7ith a frame7or6 for organi8ing student9s 7or6s4

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Definitions of the Content )tandards for the *ntegrated /anguage Arts Curriculum

for the ' to %# asic Education Program of the Department of Education

Content )tandards

-ral /anguages in English

Phonological )6ills

oo6 and Print 'no7ledge

Alphabet 6no7ledge

Phonic and 2ord Recognition

1luency

)pelling

2riting Composition

0and7riting

Performance )tandards at the end of rade &

0ave sufficient facility in English to understand spo6en discourse and to tal6 and interact 7ith others about personal

experiences and text listened to or read

e able to demonstrate phonological a7areness at the levels of the syllable and the phoneme

Demonstrate and use concepts of print, such as directionality, spacing, punctuation and configuration

Recogni8e, name and sound out all the upper and lo7er case letters of the alphabet4

+se sight 7ord recognition or phonic analysis to read and understand 7ords in English that contain complex letter

combinations, affixes and contractions

Read aloud grade level texts effortlessly and accurately, 7ithout hesitation and 7ith proper expression

)pell 7ords 7ith t7o or more syllables using phonic, semantic, and morphemic 6no7ledge

Express their ideas effectively in formal and informal compositions to fulfill their o7n purposes for 7riting

2rite legibly in manuscript or cursive 7riting

rammar A7areness and )tructure

Demonstrate grammatical a7areness by being able to read, spea6 and 7rite correctly

Communicate effectively, in oral and 7ritten forms, using the correct grammatical structure of English

Gocabulary Ac;uire, study, and use English vocabulary 7ords appropriately in relevant contexts

Reading Comprehension and )tudy )trategies

+se of Content and Prior

'no7ledge

Comprehension )trategies

Comprehending /iterary ext

Comprehending *nformational ext

Attitude

Gie7ing

)tudy )trategies

Activate prior 6no7ledge conceptually related to text and establish a purpose for reading

e self:a7are as they discuss and analy8e text to create ne7 meanings and modify old 6no7ledge

Respond to literary text through the appreciation of literary devices and an understanding of story grammar

/ocate information from expository texts and use this information for discussion or 7ritten production

Demonstrate a love for reading stories and confidence in performing literacy:related activitiestas6

Demonstrate critical understanding and interpretation of visual media

-rgani8e, process and use information effectively

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'E5 )AE )A.DARD

RADE %#: )tudents should be able to integrate communication and language s6ills for creating meaning

using oral and 7ritten texts, various genres, and discursive contexts for personal and professional purposes4

RADE %$: )tudents should be able to interpret, evaluate and represent information 7ithin and bet7een learning

area texts and discourses4

RADE B: )tudent should be able to construct meanings and communicate them using creative, appropriate and

grammatically correct oral and 7ritten language4

RADE &: )tudents should be able to demonstrate eagerness to explore and experience oral and 7ritten texts and

to communicate meanings and feelings effectively4

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1*R) J+ARER


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rade /evel )tandards

/C

2ee6 /istening

Comprehension

E.!/C:*a:#4%

.ote significant

details

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/anguage

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facial

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RADE

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he learner listens critically to different text types@ expresses ideas logically in oral and 7ritten forms@ and demonstrates interest in

reading to meet various needs4


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G RC 1 2C

)) GC A

Gocabulary Reading -ral Reading 2riting

)tudy )trategy rammar Gie7ing Attitude

Development Comprehension 1luency Composition

E.!G:*a:%# E.!1:*a:#4< E.!:*a:&4& E.!2C:*a: E.!GC:*a:!4% E.!A:*a:%Band %& )elf:correct Compose clear %4%4B4% Describe -bserve*nfer the 7hen reading and coherent Plan a t7o to different forms politeness at allmeaning of sentences three: and timesunfamiliar using paragraph conventions of7ords appropriate film and

composition(compound" grammatical moving picturesbased on given structures? using an (lights,context clues :Aspects of outlineother bloc6ing,(synonyms, verbs graphic direction,antonyms, organi8ers characteri8ation7ord parts" , acting, dialog,and other setting or set:strategies up"

EAM English ! D/P

Module &

Decoding 7ords

7ith prefixes

EAM English ! D/PModule

Decoding 7ords7ith suffixes

EAM English ! D/P

Module =

+sing synonyms

EAM English ! D/P

Module

CG English 5

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