Deped k-12 Curriculum Guide

Almiebarrientosjumalon2018SANHS-RMEXT.
K-12 CURRICULUM GUIDE IN ENGLISH
GRADE 8
PROGRAM STANDARD: The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of literature and other texts types for a
deeper appreciation of Philippine Culture and those of other countries.
GRADE LEVEL STANDARD: The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of Afro-Asian Literature and other
texts types for a deeper appreciation of Afro-Asian Culture and those of other countries.
QUARTER 1
DOMAINS OF LITERACY CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES
LISTENING COMPREHENSION
The learner demonstrates understanding
of the prosodic features and non-verbal
cues that serve as carriers of meaning
when listening to informative texts and
longer narratives to note significant
details.
The learner accurately produces a
schematic diagram to note and give an
account of the important details in long
narratives or descriptions listened to.
• Recognize prosodic features: stress,
intonation and pauses serving as carriers
of meaning that may aid or interfere in the
delivery of the message in stories and
informative texts
• Note prosodic features (stress,
intonation, pauses) and rate of speech as
carriers of meaning
• Recognize changes in meaning signaled
by stress, intonation and pauses

• Listen to points the speaker emphasizes
as signaled by contrastive sentence stress
determine how stress, intonation,
phrasing, pacing, tone and non-verbal
cues serve as carriers of meaning that
may aid or interfere in the message of the
text listened to
ORAL LANGUAGE
AND FLUENCY
of how to speak in clear, correct English
appropriate for a certain situation, purpose
and audience.
• The learner actively participates in a
conversational dialogue about
school/environmental issues or any
current social concerns.
 Use appropriate registers to suit
the intended audience, and
variation in intonation and stress
for emphasis and contrast
 Express feelings and attitudes by
utilizing contrastive stress and
variations of tone and tempo
 Use stress, intonation, and juncture
to signal changes in meaning
VOCABULARY
ENHANCEMENT
(Subsumed in all domains)
• The learner demonstrates understanding
of the strategies for coping with the
unknown words and ambiguous sentence
structures and discourse to arrive at
meaning.
The learner creatively produces an e-
portfolio of vocabulary illustrating the use
of varied strategies.
 Develop strategies for coping with
unknown words and ambiguous
sentence structures and discourse o
Differentiate between shades of
meaning by arranging words in a
cline
 Guess the meaning of idiomatic
expressions by noting keywords in

expressions, context clues,
collocations, clusters, etc.
 Arrive at the meaning of
structurally complex and
ambiguous sentences by deleting
expansions to come up with kernel
sentences
Reading and Comprehension
of the different reading styles to suit the
text and one’s purpose for reading.
The learner produces a Reading Log
showing various entries like the choice of
reading materials, the type of reading
employed, etc.
 Adjust reading speed based on
one’s purpose for reading and the
type of materials read • Use
different reading styles to suit the
text and one’s purpose for reading
 Scan rapidly for sequence signals
or connectors as basis for
determining the rhetorical
organization of texts
 Skim to determine the author’s
key ideas and purpose by
answering questions raised after
surveying the text
 Read closely to select appropriate
details from a selection for specific
purposes

Literature
of the different genres through the types
contributed by Afro-Asian countries to
express appreciation for Afro-Asian
heritage.
The learner creatively and proficiently
performs in a choral reading of a chosen
Afro-Asian poem.
 Discover literature as a means of
understanding the human being
and the forces he/she to contend
with • Discover through literature
the symbiotic relationship
between man and his environment
and the need of the former to
protect the latter
 Demonstrate a heightened
sensitivity to the needs of others
for a better understanding of man
 Discover through literature the
links between one’s life and the
lives of people throughout the
world
 Highlight the need for a more just
and equitable distribution of
resources

Viewing Comprehension
of the different text types and genres of
programs viewed to effectively derive
information and find meaning in them
The learner produces program portfolio
that monitors his/her progress as a viewer
(in terms of interest, preference, and
reflections on individual viewing
behaviors).
• Organize information extracted from a
program viewed
• Compare and contrast basic genres of
programs viewed
• Narrate events logically
• Validate mental images of the
information conveyed by a program
viewed
• Respond to questions raised in a
program viewed

Writing
of giving valuable personal information
and information on social events and
issues by accomplishing different forms to
effectively function in school and in
community. .
The learner proficiently prepares a
brochure on the dangers of smoking/drugs
and other social issues and concerns. The
learner writes a personal narratives. The
learner creates a blog on the internet
commenting on social/economic issues
and concerns.
Accomplish forms and prepare notices
 Write the information asked for in
the following forms:
 School forms
 Bank forms
 Order slips
 Evaluation forms
 Survey forms
 Bills, telecom, etc.
• Write notices (e.g. posters, slogans,
advertisements that relate to social events
Grammar
of well-constructed paragraphs using
appropriate modes of development and
language structures to express one’s
ideas, needs, feelings and attitudes
of how language is instrumental in
communicating thoughts, and feelings.
The learner effectively writes a personal
narrative or informative text. The learner
proficiently writes a description of a
process.
Uses:
 varied adjective complementation
o appropriate idioms, collocations,
and fixed expression
 coordinators o subordinators
 other appropriate devices for
emphasis

Formulates:
 correct complex and compound-
complex sentences
 correct conditional statements o
appropriate parenthetical
expressions o meaningful
expanded sentence (following
balance, parallelism, and
modification)
Attitude towards language, literacy and
literature (Subsumed in all domains)
• Ask sensible questions on his/her
initiative

Study Strategies (Subsumed in Reading,
Literature, and Writing)
of how to gather data using library and
electronic resources to locate information
that bring about diversity and/or harmony
among Afro – Asians through the study of
their traditions and beliefs.
The learner creatively writes an
interesting Cultural Report.
Gather data using library and electronic
resources consisting of general references:
atlas, periodical index, periodicals and
internet sources/ other websites to locate
information
• Use periodical index to locate
information in periodicals
• Gather data using the general references:
encyclopedia, dictionary
• Get and assess current information from
newspaper and other print and non-print
media
QUARTER 2
Listening Comprehension The learner demonstrates understanding
on how employing projective listening
strategies to descriptive and longer
narrative audio texts, helps him/her to
validate information, opinion, or
assumption to participate well in specific
communicative context . The learner
demonstrates understanding of adjusting
listening strategies (marginal, selective,
The learner creates an audio – video
presentation highlighting the core
message of a text listened to.
• Employ appropriate listening skills when
listening to descriptive and long narrative
texts (e. g. making predictions, noting the
dramatic effect of sudden twists, etc.)
• Employ projective listening strategies
with longer stories

attentive, critical) in relation to the main
purpose of listening, one’s familiarity
with the topic and difficulty of the text
describing a process and narrating longer
stories to suit the listening text and task.
• Listen to determine conflicting
information aired over the radio and
television
• Listen for clues to determine pictorial
representations of what is talked about in
a listening text
Oral Language and Fluency
of the various means on how figurative
and academic language can be used in
various communication settings.
The learner joins actively in a panel
discussion on a current issue or concern.
• Ask for and give information, and
express needs, opinions, feelings, and
attitudes explicitly and implicitly in an
informative talk
• Formulate responses to questions noting
the types of questions raised (yes-no, wh-
questions, alternative, modals, embedded)
• Make inquiries
• Give information obtained from mass
media: newspapers, radio, television
• Highlight important points in an
informative talk using multi-media
resources

Vocabulary Enhancement (Subsumed in
all domains)
meaning.
The learner creatively prepares a
comparative log of academic and
figurative language reflected in
documents with the same themes.
Develop strategies for coping with
structures and discourse
 Identify the derivation of words
 Define words from context and
through word analysis (prefix,
roots, suffixes)
 Use collocations of difficult
words as aids in unlocking
vocabulary
 Arrive at the meaning of
ambiguous sentences by
separating kernel sentences from
modification structures and
expansions
Reading and Comprehension
of textual relationships using nonlinear
forms and graphics to obtain information
from linear and non-linear texts.
The learner proficiently uses advanced
organizers/ illustrations showing textual
relationships.
• Evaluate content, elements, features, and
properties of a reading or viewing
selection using a set of criteria developed
in consultation (with peers and the
teacher)
• Explain visual-verbal relationships
illustrated in tables, graphs, information
maps commonly used in content area texts
 Transcode information from linear
to non-linear texts and vice-versa

 Explain illustrations from linear to
non-linear texts and vice versa
 Organize information illustrated in
tables, graphs and maps
Literature
•The learner demonstrates understanding
of how significant human experiences are
best captured in various literary forms that
inspire humans to bring out the best in
them.
The learner creatively compiles Afro-
Asian literary pieces as accounts of
experiential learning.
• Show understanding and appreciation
for the different genres with emphasis on
types contributed by Asian countries (i.e.
Haiku, Tanka, etc.)
• Point out the elements of plays and
playlets
• Determine the macro discourse patterns
of essays and the macro discourse signals
used to establish meaning relationships in
the essay
• Determine the author’s tone and purpose
for writing the essay
• Point out how the choice of title, space
allotment, imagery, choice of words,
figurative language, etc. contribute to the
theme
 Explain figurative language used
 Express appreciation for sensory
images in literary forms
 Show understanding of the text by
paraphrasing passages

Viewing Comprehension
of the different text types and genres of
programs viewed to effectively derive
information and find meaning in them.
The learner effectively writes reactions to
movies viewed. (movie review) The
learner presents a review of a program
viewed.
• Discern positive and negative messages
conveyed by a program viewed
• React appropriately and provide
suggestions based on an established fact
• Decode the meaning of unfamiliar words
using structural analysis
• Follow task- based directions shown
after viewing
• Interpret the big ideas/key concepts
implied by the facial expressions of
interlocutors
Writing • The learner demonstrates understanding
of the power of language structures and
forms in shaping people’s reactions,
perceptions, points of view, and beliefs in
local, national and global communities.
The learner conducts an opinion poll,
interprets, and presents the findings
having a local-based or national issue as
reference.
• Use non-linear texts and outlines to
show relationships between ideas
 Transcode ideas from texts to
concept maps
 Make a write-up of ideas presented
in concept maps
 Use three-step words, phrasal and
sentence outlines to organize ideas
• Transcode information from linear to
non-

concept mapping (circle, bubble, linear,
etc.) as aids in taking down notes and
organizing ideas
 Use outlines to sum up ideas taken
from texts
 Use non-linear text outlines and
notes as aids in the preparation of
a research paper
Grammar • The learner demonstrates understanding
of how grammatically correct sentences
ensure an effective discourse.
of how the knowledge of grammar
enables one to successfully deliver
information.
The learner composes a meaningful and
grammatically correct composition.
The learner writes a progress/ interim
report of a program or advocacy
Uses:
 varied adjective complementation
 coordinators
 subordinators other appropriate
devices for emphasis
• formulates:
 correct complex and compound-
complex sentences
 correct conditional statements
 appropriate parenthetical
expression meaningful expanded
sentence (following balance,
parallelism, and modification)
Attitude towards language, literacy and
literature (Subsumed in all domains)
• Express a different opinion without
being difficult

Study Strategies (Subsumed in Reading,
Literature, and Writing)
of how proper citations of references and
materials used establish the credibility of
a report or a research paper.
The learner produces research
appendices following the correct citation
entries and format
Acknowledge citations by preparing the
bibliography of the various sources used •
Observe correct format in bibliographical
entries • Use writing conventions to
indicate acknowledgement of sources
QUARTER 3
LISTENING COMPREHENSION The learner demonstrates understanding in
validating information, opinions, or
assumptions made by a speaker to arrive
at sound decisions on critical issues.
The learner proficiently writes an editorial
article concerning an issue raised by the
speaker in a text listened to.
 Determine the persons being
addressed in an informative talk,
the objective/s of the speaker and
his/her attitude on the issues
 Use attentive listening strategies
with informative texts
 Note clues and links to show the
speaker’s stand and assumptions
 Listen for clues and links to show
the speaker’s train of thoughts
 Determine the stand of the speaker
on a given issue
 Listen to get the different sides of
social, moral, and economic issues
affecting a community

ORAL LANGUAGE FLUENCY
of using turntaking strategies in extended
conversations to effectively convey
information.
The learner proficiently conducts a
formal, structured interview of a specific
subject.
• Use appropriate turn-taking strategies
(topic nomination, topic development,
topic shift, turn-getting, etc.) in extended
conversations
certain issues
expressed in face-to-face interviews in
accordance with the intended meaning of
the speaker
paraphrase, translations, and
circumlocution) to repair breakdown in
communication
VOCABULARY ENHANCEMENT
meaning.
The learner creatively produces a
frequency word list.
• Develop strategies for coping with
structures and discourse oIdentify the
derivation of words oDefine words from
context and through word analysis (prefix,
roots, suffixes oUse collocations of
difficult words as aids in unlocking
vocabulary
• Arrive at the meaning of structurally
complex and ambiguous sentences by
separating kernel sentences from
modification structures and expansions.

READING AND COMPREHENSION
of varied reading approaches to make
sense and develop appreciation for the
different text types.
The learner creatively produces a digital
chart of various text types with clickable
features.
 Utilize varied reading strategies
to process information in a text
 Recognize the propaganda
strategies used in advertisements
and consider these in formulating
hypotheses
 Distinguish between facts from
opinions • Use expressions that
signal opinions (e.g. seems, as I
see it)
 Note the function of statements
made as the text unfolds and use it
as a basis for predicting what is to
follow
 Express emotional reactions to
what was asserted or expressed in
a text
 Employ approaches best suited to
a text
 Note the functions of statements as
they unfold and consider the data
that might confirm/disconfirm
hypothesis
 Examine for bias
 Determine the validity and
adequacy of proof statements to
support assertions
 React critically to the devices
employed by a writer to achieve
his/her purpose

LITERATURE
of the different genres to heighten literary
competence.
The learner produces a critical review of
articles with the same themes but different
genres.
• Discover Philippine and Afro Asian
literature as a means of expanding
experiences and outlook and enhancing
worthwhile universal human values
• Express appreciation for worthwhile
Asian traditions and the values they
represent
• Assess the Asian identity as presented in
Asian literature and oneself in the light of
what makes one an Asian
• Identify oneself with other people
through literature taking note of cultural
differences so as to get to the heart of
problems arising from them
VIEWING COMPREHENSION
of the various analytical and evaluative
techniques employed in critical viewing.
The learner produces a reaction paper to a
program viewed.
• Analyze the elements that make up
reality and fantasy from a program
viewed
• Compare and contrast one’s own
television-viewing behavior with other
viewers’ viewing behavior
• Organize an independent and systematic
approach in critiquing various reading or
viewing selection
WRITING • The learner demonstrates understanding
of how to have a good command and
• Use specific cohesive and literary
devices to construct integrative literary

facility of the English Language necessary
to produce writing in different genres and
modes.
The learner produces an e-journal of
poetry & prose entries with emphasis on
content and writing style.
and expository reviews, critiques,
research reports, and scripts for broadcast
communication texts, including
screenplays
• Produce different text types and sub-
types
-constructed
paragraphs observing cohesion, coherence
and appropriate modes of paragraph
development
• Give and respond to feedback on one’s
paper in the revision process
vocabulary needed to effectively
emphasize particular points
• Use appropriate modes of paragraph
development to express one’s ideas,
needs, feelings and attitudes
• Use a variety of cohesive devices to
make the flow of thoughts from one
sentence to another smoothly and
effortlessly

• Write short personal narratives to
support an assertion
• Organize information gathered from
primary and secondary sources using a
graphic organizer and a simple topic
outline
• Do self and peer editing using a set of
criteria
• Revise a piece of short personal writing
in terms of content, style, and mechanics
collaboratively and independently.
GRAMMAR
of how the use of Standard English
conventions facilitates interaction and
transaction.
The learner creatively produces a tourist
guide brochure
Uses:
 varied adjective complementation
oappropriate idioms, collocations,
 coordinators o subordinators other
appropriate devices for emphasis •
formulates:
 correct complex and compound-
complex sentences
 correct conditional statements
 appropriate parenthetical
expressions meaningful expanded

ATTITUDE TOWARDS LANGUAGE,
LITERACY AND LITERATURE
(SUBSUMED IN ALL DOMAINS)
• Give credence to well-though out
ideas
STUDY STRATEGIES
(SUBSUMED IN READING,
LITERATURE, AND WRITING)
of how information gathering skills and
data collection strategies ensure quality
research
QUARTER 4
LISTENING COMPREHENSION The learner demonstrates understanding
of how the orchestration of harmony,
unison, rhythm and the structure of
narratives and other text types enable him
or her to appreciate their richness.
The learner creatively renders a choric
interpretation of a text listened to
• Process speech delivered at different
rates by making inferences from what
was listened to
• Use syntactic and lexical clues to supply
items not listened to
• Anticipate what is to follow in a text
listened to considering the function/s of
the statements made
• Express appreciation for texts orally
interpreted noting harmony, unison, and
rhythm.

narrative structure of ballads
• Listen to appreciate harmony, unison,
and rhythm in choric interpretations.
ORAL LANGUAGE FLUENCY
of speech functions and forms as
indicators of meaning.
The learner competently delivers an
informative speech using multimedia
resources to highlight important points.
 Arrive at a consensus on
community issues by assessing
statements made
 React to information obtained
from talks
 Interview persons to get their
opinions about social issues
affecting the community
 Agree/Disagree with statements,
observations and responses made
when issues affecting the
community
 Infer the function/s of utterances
and respond accordingly taking
into account the context of the
situation and the tone used
VOCABULARY ENHANCEMENT • The learner demonstrates understanding
 Develop strategies for coping with
unknown words and ambiguous

meaning.
The learner proficiently produces a
glossary of words related to specific
disciplines.
sentence structures and discourse
Identify the derivation of words
 Define words from context and
through word analysis (prefix,
roots, suffixes)
 Use collocations of difficult words
as aids in unlocking vocabulary
 Arrive at the meaning of
ambiguous sentences by separating
kernel sentences from
modification structures and
expansions
READING AND COMPREHENSION • The learner demonstrates understanding
of how to abstract information presented
in different text types and to note explicit
and implicit signals used by the writer.
The learner prepares an abstract of a text
read.
• Utilize knowledge of the differences
among text types (instructional,
explanatory, recount, persuasive,
informational and literary) as an aid in
processing information in the selection
read or viewed
• Assess the content and function of each
statement in a text with a view of
determining the information structure of
the text

• Abstract information from the different
text types by noting explicit and implicit
signals used by the writer
• Interpret instructions, directions, notices,
rules and regulations
• Locate and synthesize essential
information found in any text
 Distinguish the statement of facts
from beliefs.
 Evaluate the accuracy of the
information.
 Draw conclusions from the set of
details.
 Point out relationships between
statements.
 Distinguish between general and
specific statements.
LITERATURE
of how literature mirrors the realities of
life and depicts human aspirations.
The learner produces an e-literary folio
which captures significant human
experiences.
 Point out the role of literature in
enabling one to grow in
personhood
 Discriminate between what is
worthwhile and what is not
through literature
 Distinguish as positive values
humility, resourcefulness, self-
reliance and the ability to look into
oneself, and accept one’s strengths
and weaknessess

VIEWING COMPREHENSION
of how viewing conventions affect the
way viewers grasp, interpret, and evaluate
the meaning of a program viewed.
The learner puts up a model television
production incorporating viewing
conventions.
• Recognize the principles of lay outing
in viewing a material
• Explore how colors appeal to viewer’s
emotions
• Identify basic camera angles
• Ascertain how balance created by
symmetry affects visual response to a
program viewed
• Differentiate between vantage points
and viewing
WRITING
of how to have a good command and
facility of the English Language necessary
to produce writing in different genres and
modes.
The learner makes a write-up of an
interview.
 Organize one’s thoughts and adopt
the appropriate writing style in
letters, resumes, critiques, etc.
using appropriate styles (formal
and formal)and audience in mind
 Employ interactional functions of
language in different genres and
modes of writing (pen-pal letters,
letters of invitation, a “yes” and
“no” letters, book reviews,
interview write-ups, journal
entries, etc.)
 Write reflections on learning
experiences in diary and journal
entries

 Write summaries of books read
 Employ varied strategies
(condensing, deleting, combining,
embedding) when summarizing
materials read
 Write reactions to books read
 Show respect for intellectual
property rights by acknowledging
citations made
 Acknowledge citations by
indicating in a bibliography
sources used
 Use writing conventions to
indicate acknowledgement of
resource
 Use quotation marks or hanging
indentations for direct quotes
 Use in-text citation
 Arrange bibliographic entries of
text cited from books and
periodicals

GRAMMAR
of the set of structural rules that govern
various communication situations.
The learner innovatively presents an Ad
promoting a government bill or a city
ordinance.
Uses:
 varied adjective complementation
 coordinators o subordinators other
appropriate devices for emphasis
formulates:
 correct complex and compound-
complex sentences o correct
conditional statements o
appropriate parenthetical
expressions meaningful expanded
ATTITUDE TOWARDS LANGUAGE,
LITERACY AND LITERATURE
(SUBSUMED IN ALL DOMAINS)
• Set new goals for learning on the basis
of self- assessment made
STUDY STRATEGIES
(SUBSUMED IN READING,
LITERATURE, AND WRITING)
of how the employment of study strategies
coupled with research skills lead to a well
written paper
The learner produces a research paper
based on school/ community problem.
• Use multi step word and phrasal
outlines to organize ideas
• Engage in systematic conduct of a
research by going through series of
processes
• Organize logically information gathered

• Apply the correct treatment of data and
the soundness of research conclusion.
Almie Barrientos Jumalon2018 Almie Barrientos Jumalon2018 Almie Barrientos Jumalon2018 Almie Barrientos Jumalon2018 SANHS_RM EXT.

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