LA CONSOLACION COLLEGE OF RINCONADA

(Baao Campus)
AY 2016-2017

Course Program : English

Curriculum : Basic Education Curriculum
System : Basic Education
School : La Consolacion College of Rinconada (Baao Campus)
Level : Grade 1-Grade 10

I. RATIONALE:

A. Meaning of English

English as a subject is an integrated, interdisciplinary and an indispensable tool

in achieving communicative competence through reading, listening, speaking, writing
and research integrated in varied learning experiences.

Each lesson is designed in such a way that all the phases of effective language
communication, speech improvement, vocabulary development, comprehension.
Correct sentence structure are given emphasis.

The subject aims to develop in the students’ advance learning in English as a

second language and to appreciate literary works from our country as well as that of
other countries. It also facilitates the student’ response to God’s plan for creation and
Filipino Christians to deepen their critical understanding of local, national and global
realities as well as the internalization of the distinctive qualities of a real Filipino

B. Relation of Life

As part of the school’ mission is providing holistic and transformative education

to produce globally competent and responsible members of the society and considering
the core values , English subject serves as an avenue to realize our mission guided by the
core values through the English concepts that will bring a wholesome personal
development-stability of mind and feeling, personal sense of values, and environmental
concern.

Page 1 of 17
 Therefore, graduates will be considered globally competent if they are forever
concerned with the effective use of English language in the daily affairs of life-group
planning, discussion, conducting meetings, actual situations and the like.

C. Content and Basis

English includes oral communication-the give and take of people in everyday

living. On the other hand, it deals with the written word in a discourse manner for the
production of various types of compositions like business letters, formal reports and
other creative writings. For reading and the improvement of communication skills,
requires the mastery of the various techniques of getting the meaning of difficult words,
such as the use of context clues, classification, clustering, collocation and borrowed
terms.
Generally the subject gives the pupils and students a chance to be proficient in
the use of English language in communicating thoughts and ideas effectively. Hence, the
students should not only aware and conscious of the structure of the language but also
of the correct production of sounds, rhythm and intonation.

II-CONDITION

A. The Clientele
The subject is intended for Pre- school, Grades I-VI pupils in
the elementary and Grade 7-1O in the High school of La Consolacion
College, Baao.

B. The Nature of the Clientele

Because the clientele lives in a community of people whose

way of life is democratic, the clientele becomes at ease with his
quest for knowledge in the English subject. The community becomes
a rich source of information and experiences for the clientele. This
gives the clientele a better chance to understand his world and his
purpose in life.

Page 2 of 17
C. Requirements

C.1. Entry Requirements

To start in the subject, a pupil or student must have awareness on

the parts of speech and a first -hand experience of his role as an individual.
It is also important to know the phases of effective language
communication, speech improvement, vocabulary development,
comprehension, correct sentence structure and the like.

C.2 Exit Requirements

To complete the subject, the learner must have at least obtained a

passing mark of 75% in each level from Grades I-Grade 10. He or she must
have satisfactorily completed all the requirements in English as prescribed
by the school and the Department of Education.

But more important than a passing mark in a report card, the student
should have developed the basic knowledge and skills that will help him live
harmoniously and successfully with people in the community.

III-GOALS FOR THE COURSE

At the end of the course program the graduate should have achieved
the following goals based on his imperative needs:

1. To know the importance of English subject in their daily activities.

2. To grow in their ability to think rationally, to express their thoughts
clearly and to read and listen with understanding.
3. To develop communicative competencies in reading, writing, speaking
and listening.
4. To provide exposures to different modes of communication.
5. To promote social awareness in literary discussion.

Page 3 of 17
6.To develop a sense of appreciation and competence for reading analogy
and creating literary composition both as an act and as an effective tool
towards consciousness formation.
7.To help learners achieve communicative competence through varied
learning experiences.
8. To provide enrichment for intellectual, moral, spiritual, and social
transformation.
9.To develop one’s maturity by sharing their experiences with others.
10. To integrate values in all its program components.

IV-MAIN TASKS:

1. IN THE CLASSROOM WORK

1.1. Teaching is the process employed by the teacher and the

students to accomplish the general and specific aims of the lesson. It
must be remembered that different types of learning call for
different methods or procedures of teaching for they have different
values and meanings, method is to learning, as technique is to
teaching, both, however are basic factors for learning.

As often as possible, the teacher acts as facilitator of learning

through reading, discussion, lecture, demonstration and other
related activities.
1.2. A Shift towards Student-Centered Lessons from Teacher-
Centered Lessons as a prime Method or strategy in teaching.

The teaching of English attempts to involve the students on

varied activities, strategies, techniques to help them learn the basic
concepts of English.

Page 4 of 17
 1.3 A Movement Toward more Student-Teacher planned Activities
and away from teacher-Centered or Traditional Method of Teaching.

The teachers should introduce students to activities such as

Role Playing, debate, Memory learning Type, Dramatic Reading,
Symposium, Talk Show, Small Group Sharing, Jigsaw, Interview,
reporting and Movie Analysis that will let them interact and
collaborate with each other.

1.4 Increased Audio-Visual Instructional Materials

It is recognized that there are times when lessons and

objectives for which audio visual materials are the most appropriate
teaching tools available. Video Clips, Movies and Power Point lessons
played an important role in the teaching learning process in English
subject

2. In the School Practices

With the listing of goals of the English Subject, the school

practices, therefore, is geared towards its achievements.

The school being a catholic institution provides the students with

the school practices that will help facilitate the formation of the
graduate. An English class begins always the class by an opening prayer
and closing prayer after the end. They formulated spontaneous prayers
using their knowledge of the language, thus helps students feel God’s
presence in the lesson.

The pupils and students are encouraged to so some research on

the lives and achievements of Christian heroes. This encourages them to
follow their footsteps and after whatever achievements they have to the
glory of God.

Page 5 of 17
 3. In the Student Activities

To provide further means by which the students could develop

the basic skill, the school encourages English club to have English
activities for students. Composition Writings and Researches are part
of the course program giving the students a chance to have a first
hand experience of what they have learned in the classroom. The
school sponsors through the English club some activities like Book
Week celebrations, Debates, Collage Making Contest, Poem-Making
Contests, Quiz Bee, Poster and Essay Writing Contest from
Elementary to High School on an Annual Basis. With all these
chances, the students become active participants in building God’s
Kingdom. Not only these, English Campaign Program of the English
Area in the school is fully participated in by students, they also
become active participant to the community activities.

V. CONTENT:

A. Course Description

Grade School

The English Program aims to develop in every child the

attitudes and skills needed for effective communication program hopes
to present the subject in the context real life situation so that the skills
learned becomes more meaningful.

The program provides the development of listening, reading,

writing and speaking competencies suited to their particular grade level.
Listening competencies include exercise in auditory discrimination and
competencies. The developments of reading skills include vocabulary
building and speed comprehension of grammatical structure, effective
use of expression in sentences, mechanics or composition,
pronunciation and simple analysis of jingles, rhymes, poems and other

Page 6 of 17
literary materials. Furthermore, each grade level puts an emphasis in
various aspects.

Essential English 1 presents the development of language arts in its

entirety – blending listening, speaking, and writing skills in a coherent
whole which learner’s skills are used in various situations, one skills
enriching or completing the other until wholeness on the use of
language developed. Reading selection makes the context of language
and development to lead pupils in expressing their ideas and thoughts in
a clear coherent manner, since grammar rules are used in more
meaningful situations.. Well-chosen reading selections are used that
serves as the source of discussion on values such as selections, quotes,
or statements which also serve as the learner’s opportunity to evaluate
their own system. This caters the development of multiple intelligences
with performance-based activities while skills are introduced, reinforced
and mastered from simple to complex moves easy and smooth
transitions.

Essential English 2 aims to give all the learners the chance to get
engaged with more confidence and purpose for development of social
uses of language for the self, with someone, or with a group. With
variety of activities, choices are provided, giving learners a feeling of
success and cater to different interests, abilities, and the learning
modalities of the learners. Learners see more meaning in learning a
language and its connection in other subjects and other character
formation. Guided by appropriate rubrics to assess the learner’s
acquisition of knowledge, process skills, understanding, and
performance. To enhance the learners’ interest, high motivation and
engagement are injected. Young learners are led to easily understand
vocabulary words; older learners enrich their understanding with the
use of technology.

Essential English 3 aims to develop learner’s self-confidence as they

get engaged in interactive activities that require communication in the
language which provides opportunities for the development of language
Page 7 of 17
skills through interaction with a partner, with a group or the whole class.
Given a variety tasks to choose from, learners develop responsibility for
their own learning while working on activities suited to their unique
characteristics to cater to different interests, abilities and their
modalities of learners. The integration of the lesson will let learn the
language in a more meaningful way; see its application in other subject
areas and in character formation. Result heightened motivation and the
development of learner’s creativity and critical thinking were injected
with enrichment activities in the form of graphic organizers,
supplementary tools in ready–to- print format, viewing materials and
activities that develop higher order of thinking skills. Young learners are
led to easily understand vocabulary words; older learners enrich their
understanding with the use of technology.

Essential English 4 emphasizes the use of language, grammar and the

development of communicative competence through a variety of
Strategies. This program aims to develop the learners’ competence in
oral and written communication as well as their learning skills, to enable
them to connect, compare and collaborative in the global community.

Using whole language approach in teaching activities are built around

real life or stimulated experiences, so that pupils can strengthen
listening, speaking, reading, and writing skills through various tasks.
Tasks in these series refer to both tasks and activities that enable
learners to think and to be involved in the learning process.
Development of thinking skills is also provided, so that pupils will
understand what they are learning, but also to train them to think and
to make decisions.

Essential English Grade 5 is fully aligned to the K to 12 enhanced

Basic Education Curriculum of the Department Education. It aims to
assist in the development of literacy and language skills of young
learners. The pupils’ journey through the various domains will be
smooth and easy as they go through simple format of the book from

Page 8 of 17
reading to Language to Writing. It also includes the different phases of
communication arts programs: listening, speaking, reading and writing.

English 5 includes comprehension, vocabulary skills, phonics or word

recognition, alphabet knowledge, narratives and information texts are
used to provide learning, written and oral communication and social
skills in diverse contexts independently, with a partner, and or a group.
As a prelude to learning the rules, learners will use the focus of the
grammar lesson in oral exercises to gain confidence and discover the
rules of grammar by themselves.
Essential English 6 focuses on the use of language, grammar and
literature and development of communicative competencies through
variety of strategies. It also includes the different phases of
communication arts programs: listening, speaking, reading, and writing.

English 6 includes the deep analysis and discussion of the selections

and other related form of literature that develop the pupils’ awareness
with the different issues concerning their lives as a youth and as a part
of the society. These selections also serve as springboard of the different
concepts and skills English subject desires its learners to have.

As enrichment to the regular academic load in English the school offers:

1. SRA in Reading and Listening Skill builder. Fully incorporated in the

regular English Program from Kinder to Grade VI. This SRA (Science
Research Associate) is offered as a special remedial or enrichment
activity for pupils’ development in reading and or enrichment activity
for the pupils’ development in reading and listening. It is done on an
individual and non- graded basis, the pupil working on his own color
level develops his skills at comprehension and speed. The following
levels are followed:
Kinder - Distar I
Grade 1 - Distar II
Grade II - Schoolhouse
Grade III - SRA IA

Page 9 of 17
 Grade IV - SRA IAA
Grade V - SRA
IB Grade VI - SRA
IBB
Speech Lessons
Grade 1-3 - the focus of the Speech is on the correct
Production of sounds and reinforcement
through drills and exercises.
Grade 4-5 - the focus is on the mastery of the pro-
duction of sounds and the
development of
Speaking skills.
Grade 6 - the focus is on the reinforcement and
application of speaking skills.

High School

The English Program in High School level aims to promote or develop

the Students’ necessary skills both in oral and in written work.

Today, there are so many factors affecting the learning situations of

our students. Some of which are media, poor study habits, problems at
home as well as laziness, peer pressure and others. It has been also
observed their thoughts and idea that the students find it so hard to
verbalize their thoughts and ideas in English.

Grade 7

The English Communication arts and Skills through Philippine

Literature, has been a witness to the history of Philippine language
education, in much the same way that the literary selections it
showcases reflects the unfolding of our nation’s history.

Page 10 of 17
 The lessons and activities cater to the different domains of reading
comprehension, listening comprehension, viewing comprehension,
vocabulary enrichment, literature, writing and composition,
Oral language and fluency, and grammar awareness. It likewise includes
lessons on study skills, which the learner will greatly benefit from.

Grade 8

The English Communication Arts and Skills through Afro Asian

Literature caters the different domains of reading comprehension,
listening comprehension, vocabulary enrichment, literature reading and
appreciation, writing and composition, oral language and fluency, and
grammar awareness.

The subject will also take the students to different parts of Asia and
Africa through wonderful literary selections. It will not only bring good
reading and discussion experience but will also develop the vocabulary
and speaking skills of the students by drills and exercises.

Grade 9

The English Communication Arts and Skills through Anglo-American

and Philippine Literature reflects the unfolding development from its
infancy to the modern times. It caters to the different domains of
reading, listening, and viewing comprehension, vocabulary enrichment,
literature, writing and composition, oral language and fluency, and
grammar awareness. It likewise includes beneficial lessons on study
skills, which the learners will greatly benefit from.

The course will take you from familiar Filipino scenes to the English
countryside and to the bustling cities of US through the wonderful
literary selections that have defined the countries in which they were
written. As the students enjoy these literary works, they will learn
lessons in English for betterment and to become more responsible user
of the world’s global language.
Page 11 of 17
 Grade 10

English Communication Arts and Skills through World Literature will

take you to different worlds through its wonderful and classic literary
selections. It gives more challenging performance tasks, which you need
to accomplish by putting together all of the skills that you learned in a
given lesson. It promises to be a challenging, informative, values-
grounded and communicative experience for learners. Learners will
have become better and more responsible users of the English language.

As enrichment to the regular academic load in English the school

offers:

1. SRA in Reading and Listening Skill builder. Fully incorporated in

the regular English Program from Kinder to Grade VI. This SRA
(Science Research Associate) is offered as a special remedial or
enrichment activity for pupils’ development in reading and or
enrichment activity for the pupils’ development in reading and
listening. It is done on an individual and non- graded basis, the
pupil working on his own color level develops his skills at
comprehension and speed. The following levels are followed:

Grade 7 - SRA 2B
Grade8 - SRA 2C
Grade 9 - SRA 3A
Grade 10 - SRA 3B

2. Everyday English That Really Works a grammar Skill Book

promises to be just the right formula to help Filipinos regain
confidence and competence in oral and written communication. It
Page 12 of 17
 is anchored on the belief that one does not have to be an
excellent communicator, an orator, or a journalist to be able to
speak and write well. Each lesson includes a set of drill exercises
that build upon the student’s basic understanding of grammar in
an organized fashion.
It is a high school grammar that brings back the glitter and
dynamism in the Filipino art of communication through correct
and effective use of the English language in everyday
communication and interaction.

3. Speech Matters IV enhances the oral proficiency of language

learners. It teaches the learner to become an effective speaker
through one-way and interactive speaking in communication
situations. It prepares the learner to deliver speeches before big
audiences, thereby enhancing his or her skills in public speaking.

B. Distribution of the Subject

Grade School

Grade/Subject Hrs./Day Period/Week

Grade 1-English 50 5
Grade 2-English 50 5
Grade 3-English 50 5
Grade 4-English 50 5
Grade 5-English 50 5
Grade 6-English 50 5
High School
Grade/Subject Hrs./day Period/Week Units
Grade 7-English 60 5 1.5
Grade 8-English 60 5 1.5
Grade 9-English 60 5 1.5
Grade 10-English 60 5 1.5

B. List of Textbooks

Page 13 of 17
Grade Book Author
1 Essential English 1 Ferdelyn C. Lacia &
Josefina P. Marmol

2 Essential English 1 Perla A. Zotomayor

3 Essential English 1 Tracylyn H.Umandal
& FLorita C. Marcelo
4 Essential English 1 Florita C. Marcelo
5 Essential English 1 Rebecca L. Mendoza
6 Essential English 1 Gina O. Gonong,
Ma.Teresita A.
Guadarrama, FLorita C.
Marcelo, Heidi Marie F.
Padua & Pela A.
Zotomayor
7 English Communication Arts & Milagros G.Lapid &
skills through Philippine Literature Josephine B. Serrano
8 English Communication Arts & Milagros G.Lapid &
skills through Afro Asian Literature Josephine B. Serrano
9 English Communication Arts & Milagros G.Lapid &
skills through Anglo American Josephine B. Serrano
Literature
10 English Communication Arts & Milagros G.Lapid &
skills through World Literature Josephine B. Serrano
Other Speech Matters Volume I Alejandro s. Bernardo
Books
Speech Matters Volume II Philippe Jose S. Fernandez
Speech Matters Volume III Evelyn S. Salazar &
Carleen S. Sedilla
Speech Matters Volume IV Philippe Jose S.
Hernandez
Everyday English That Really Francisca B. De la Cruz,
Works a grammar Skill Book 7 Patricia S. Billones,
Honorina Rowena M.

Page 14 of 17
 Castro & Maria Teresa c.
Bayle
Everyday English That Really Francisca B. De la Cruz,
Works a grammar Skill Book 8 Patricia S. Billones,
Honorina Rowena M.
Castro & Maria Teresa c.
Bayle
Everyday English That Really Francisca B. De la Cruz,
Works a grammar Skill Book 9 Patricia S. Billones,
Honorina Rowena M.
Castro & Maria Teresa c.
Bayle
Everyday English That Really Francisca B. De la Cruz,
Works a grammar Skill Book 10 Patricia S. Billones,
Honorina Rowena M.
Castro & Maria Teresa c.
Bayle

VI-Evaluation:
A. Grading System English(Grade School & High school)

Written Works 30%

Periodic Exam 20%
Performance Tasks 50%
Total 100%

B. Program:
1. There must be an active participation of all English teachers in meeting
set by then Subject Area Chairperson to discuss rules or problems with a
view to effect change or improvement.

Page 15 of 17
2. A democratic spirit must be fostered, making it possible for free
exchange of ideas and mutual understanding of the program
3. A continuous study within the school of the program should be made by
the teachers of this area and the corresponding adjustment it found
ineffective.
4. There must be frequent checking of the program by means of reports
from the teacher
5. Needs and problems of the subject should be identified.

VII. Conclusion:

The careful planning involved in the making of this course program is

triggered by the desire to reflect God’s will in it.
It is hoped that through the collective effort of the administration,
faculty and the students, the objectives of this program will be fully
realized.

Prepared by:

MRS. AZALIA P. PEYRA

Subject Area Chairperson (English)

Noted:

MRS. AZALIA P. PEYRA

Assistant Principal

Approved:s

SR. ANGELITA M. BARAERO, OSA

Principal

Page 16 of 17
Page 17 of 17