KOREA INTERNATIONAL CHRISTIAN SCHOOL

Incheon-si, Nam-gu, Seoul, South Korea

SUBJECT SYLLABUS
The New Dimensions in Learning English

I. SUBJECT TITLE: The New Dimensions in Learning English

Rex Book Store
856 Nicanor Reyes, Sr. St
1977
Edna Montano-de la Cruz
Magelende Magallona-Flores
Helen Ponce de Leon-Ladera
Eufrocina Angeles-Guevara

II. SUBJECT DESCRIPTION

The series The New Dimensions in Learning English, I-IV, is a series of worktexts
for the four-level secondary course in English. This is revised edition, 2003,
upgraded and updated to keep in step with the times and to be more responsive to
comments and suggestions of teachers. All levels are aligned with the 2002 BEC
(Basic Education Curriculum) Package prepared by the Departments of Education
(DepEd). The main objective of the series is to help the Filipino high school learners
develop and use proficiently the four macro skills: listening, speaking, reading, and
writing in meaningful communication. It takes balanced approach teaching and
learning English in the Philippine setting. It is interactive. The strategies and/or
techniques include conversations, discussions, contextualized grammar exercises,
listening and interaction activities, readings, and literary appreciation. The
communication activities are geared towards situations in which the Filipino speaker
is expected to use the English language. They thus create a bridge between
academe and the “real world.”
The thematic approach, process of inquiry, higher order thinking skills, effective
reading in the content areas, composition and research writing are integrated in the
worktexts.
The Teacher’s Manual consists of a grid per lesson which clearly shows material
covered. It also features clear and direct instructions on how to teach the section.
Discussion of some strategies has been added and/or expanded and a Unit Test or a
summative test of the major skills covered had been added. Summative Tests (one
for each unit) are provided to help assess progress in student competence and
performance. The Unit Tests may also serve as model for teacher-made tests.
Answers to grammar and vocabulary lessons are provided.
The combination grammatical and functional activities and the section providing
for interaction provide practice on the use of English more naturally before
proceeding to the particular language structures in the Grammar in Focus Section.
So, practice on both function and structure is amply provided.
There are four units per book with four lessons in each, except Unit IV which has
only three. Each unit opens with a short introduction to the theme of the unit. Pictures
and/or illustrations help to set up the concept or theme. Every lesson begins with a
quotation which serves as organizer or “kicker” to set up the theme and the values
relevant to the concept or theme of the lesson. Concepts and skills underlying the
theme are integrated in every lesson, which consists of six sections with clear
headings to indicate the purpose of the sections: I. Listening, II. Speech
Improvement, III. Reading, IV. Grammar in Focus, V. Writing, and VI. Literature.
I. Listening and Speaking
 The listening section contains a passage or dialogue that requires
students to listen.
 There is a pre listening activity.
 There is a post listening activity consisting of comprehension
questions.
 The listening activity provides a springboard for the discussion of the
theme. The listening texts are in the Teacher’s Manual.
II. Speech Improvement
 This section focuses on specific elements of pronunciation in English.
 The elements for pronunciation practice are aimed at correcting
marked deviations and defects of the spoken English of Filipino
learners of English.
 The lessons are structured to motivate the students to improve their
pronunciation.
 Auditory signals are supported by visual symbols in the use of the
PCLS (Philippine Center for Language Study) phonetic transcription
system. The complete transcription system is in Appendix A on pages
452-453.
 The lessons focus on the critical sounds of English which Filipinos
find difficult to produce because these are absent from most of their
own languages.
 A typical lesson begins with minimal pairs, moves on to phrases and
sentences and longer utterances such as paragraphs and verses, not
just for practice on the individual sounds but for practice on English
speech rhythm and intonation.
 Some listening tests are provided in the pronunciation lessons to
serve as models for teacher-constructed tests.
III. Reading
The reading section contains informative passages, adaptations, or
excerpts from literary selections or longer articles in contemporary
magazines or news, features, and columns from newspapers.
 Every reading section begins with a preview of the reading passage.
 Vocabulary study includes learning the meanings of words through
context clues, word roots, prefixes, and affixes, etc.
 Comprehension questions to be discussed orally or tests to measure
comprehension skills and develop thinking skills follow all reading
passages.
 The reading section also provides for the development of the skill in
extracting and organizing information.
 The reading passage provides the context for the grammatical
structure for study in all lessons.
IV. Grammar in Focus
In the second-language situation, mastery of form does not guarantee
communicative proficiency; neither does communicative practice necessarily
result in mastery of form.
 In the bilingual setup, only grammatical patterns and forms needed in
the Philippine setting should be taught to the point of mastery.
 Concepts, values, and skills necessary for young Filipino citizens, not
just to fulfill themselves as Filipino citizens but as citizens of the
world, have been thoughtfully chosen.
 Choice of material is aimed at providing content for the speaking
tasks that would result in language acquisition – the internalization of
language with focus on content and meaning, rather than in language
learning – the conscious learning and application of language rules
and forms.
 Combining grammatical and functional activities will make learners
achieve accuracy as they build effective communication skills.
V. Writing
The writing section consists of two steps: guided writing and free writing.
It creates writing opportunities for students to share knowledge with others.
  Guided writing involves activities that lead the students into writing
with a certain amount of control as in the choice of topic, the
necessary and relevant details in the development of the topic, and
careful observance of correct and appropriate language.
 Free writing means not restricted or impeded, as controls are relaxed
and subsequently lifted.
 In both kinds of writing, a few guide questions are provided and
students are aided in the choice of topics and/or material for writing.
 Habits of self-correction are encouraged.
VI. Literature
The literature section contains poetry and prose mostly by British and
American writers in English. The 2002 BEC (Basic Education Curriculum)
Package has retained the teaching of literature as a major component of the
English program. Now, it is given more prominence not just for its own sake
but for its built-in advantage as a vehicle for values education.
 The selections are concerned with values in the student’s areas of
experience and the manner by which individuals cope with conflicts,
sometimes beyond understanding.
 The selections are representative of the various types of literary
genre – poetry and prose.
 Each selection is accompanied by vocabulary lessons.
 Study questions for understanding through the development of
comprehension skills, thinking skills, and appreciation of the literary
material are amply provided.
III. OBJECTIVES
At the end of the four grading periods, the learners are expected to;
1. distinguish the stages of listening that applied in learning;
2. articulate and differentiate different symbols and pronunciation of phonetic
alphabet;
3. develop skills in essay writing through exposure to different forms, functions,
meaning, and usage;
4. compose and demonstrate understanding in analyzing literary text through
literary analysis;
5. encapsulate the listening and speech development through exercises of different
phonetic cues, symbols, and presentation;
6. acquire and adapt the understanding of different writing forms used in academic
writing;
7. explain and identify the grammatical focus in modifiers’ function, role, meaning,
and use in sentences;
8. perform and apply the lesson learned from various literary pieces through
reporting, role playing, speech activities, etc.
9. provide examples of the words that acquired in different symbolic phonemes that
distinguished in pronunciation;
10. criticize the literary pieces in accordance to its writing style, form, content,
structure, symbolism, and meaning through analysis;
11. construct a Prey Tag’s pyramiding to attain the elements of stories in the literary
pieces that can provide the summary of the literary pieces;
12. attain critical thinking skills through the listening materials and reading selection
by exposing to different life experiences;
13. discover and expound vocabulary words from listing of examples with phonetic
alphabet;
14. critique the use of different grammatical functions of tenses in sentences;
15. formulate sentences using modifiers, tenses, and clauses;
16. integrate the importance of speeches, variation of phonemes, literary texts, and
writing academic papers in learning English purposeful in everyday scenarios of
our lives.

IV. SUBJECT CONTENT

Topics and Time Allotment Activities and Objectives Evaluative Measures

Techniques /Teaching
Strategies
FIRST GRADING PERIOD
 (June 5, 2021 – August 4, 2021)
Week 1: June 5-9, 2023 1. categorize the  Discussion
Topic: Man the Exploiter: At Schwa sound /ə/  Question and
What Price Progress? with the use of Answer
speech rhythm  Video
Subtopics: through word stress; Presentation
 Speech 2. articulate the Schwa  Choral Reading
Improvement /ə/; sound /ə/ through  Demonstration
English Speech demonstration and  Collaborative
Rhythm video presentation; Approach
 Reading: “Mea 3. identify the Schwa  Performance-
Culpa, Mother Earth” sound /ə/ through Based learning
literary selection;  Recitation
4. demonstrate proper  Quiz
pronunciation of  Assignment
words with Schwa  Drill
sound /ə/;  Games
5. adhere the  Group Activity
importance of  Performance
Schwa sound /ə/ Task
and word stressing
in our daily lives.
Week 2: June 12-16, 2023 1. identify the types of  Discussion
Topic: Man the Exploiter: At verbals;  Video
What Price Progress? 2. recognize the Presentation
Subtopics: verbals in  Recitation
 Grammar in Focus: sentences;  Quiz
Expressing Ideas 3. explain the meaning  Assignment
Using Verbals of verbals in text  Drill
 Writing: Writing An and sentences;  Question and
Editorial 4. compose sentences Answer
 Literature: “God’s using verbals;  Written task
Grandeur” by Gerard 5. associate the
Manley Hopkins importance of using
verbals in our
everyday lives.
Week 3: June 19-23, 2023 1. classify the words  Discussion
Topic: Nature’s Lesser with /iy/, /ɪ/, and /ɛ/  Question and
Creatures: Glimpse of sound through Answer
Humanity listening materials;  Video
Subtopics: 2. articulate the /iy/, /ɪ/, Presentation
 Speech and /ɛ/ sound  Choral Reading
Improvement: /iy/, /ɪ/, through  Demonstration
and /ɛ/ demonstration and  Collaborative
 Reading: “Courtship video presentation; Approach
in the Natural World” 3. differentiate how the  Performance-
/iy/, /ɪ/, and /ɛ/ Based learning
sounds are  Recitation
pronounced;  Quiz
4. execute and  Assignment
demonstrate /iy/, /ɪ/,  Drill
and /ɛ/ sounds  Games
through  Group Activity
presentation of
poetry;
5. appreciate the
importance of
knowing the
differences on
/iy/, /ɪ/, and /ɛ/
sounds in our daily
lives.
Week 4: June 26-30, 2023 1. categorize the types  Discussion
Topic: Nature’s Lesser of modifiers as  Video
Creatures: Glimpse of adjectives and its Presentation
Humanity use in sentences;  Recitation
Subtopics: 2. explain the single-  Quiz
word, phrasal, and  Assignment
  Grammar in Focus: clausal modifiers as  Drill
Using Single-Word, adjectives;  Question and
Phrasal, and Clausal 3. recognize the Answer
Modifiers as function of modifiers  Written task
Adjectives adjectives in
 Writing: A Short sentences;
Essay Using 4. construct sentences
Objective and using single-word,
Subjective phrasal, and clausal
Description or An modifiers as
Informal Letter adjectives through
Describing an Event essay writing;
 Literature: “Love” by 5. integrate the
Albert Schweitzer importance of using
 Literature: “Respect single-word,
for Life” by Albert phrasal, and clausal
Schweitzer modifiers as
adjectives in our
daily lives.
Week 5: July 3-7, 2023 1. classify the types of  Discussion
Topic: Nature as Mentor: modifiers as  Video
She Speaks in Various adverbial and its Presentation
Ways use in sentences;  Collaborative
Subtopics: 2. determine the Approach
 Speech single-word,  Recitation
Improvement: /ey/ phrasal, and clausal  Quiz
and /ɝ/ modifiers as  Assignment
 Reading: “Icarus and adverbials;  Drill
Daedalus” 3. identify the function  Question and
 Grammar in Focus: of modifiers as Answer
Using Single-Word, adverbials in  Written task
Phrasal, and Clausal sentences;
Modifiers as 4. compose sentences
Adverbials using single-word,
phrasal, and clausal
modifiers as
adverbials through
essay writing;
5. adhere the
importance of using
single-word,
phrasal, and clausal
modifiers as
adverbials in our
daily lives.
Week 6: July 10-14, 2023 1. analyze the literary  Discussion
Topic: Nature as Mentor: piece entitled “Ode  Recitation
She Speaks in Various to the West Wind”  Quiz
Ways and “Nature’s  Assignment
Subtopics: Advertising;”  Drill
 Writing: An Essay 2. identify the key  Games
Describing an Aspect points of the literary  Group Activity
of Nature or text “Ode to the  Performance
Personal Feelings West Wind” and Task
 Literature: “Ode to “Nature’s  Collaborative
the West Wind” by Advertising;” Approach
Percy Bysshe 3. critique the main
 Literature: “Nature’s idea of the text “Ode
Advertising” by to the West Wind”
Edwin B. Slosson and “Nature’s
Advertising;”
4. perform a role play
containing the main
ideas of the literary
text;
5. share the lessons
learned from the
reading text with
 other learners.
Week 7: July 17-21, 2023 1. classify the words  Discussion
Topic: Nature’s Art as with /ɛ/ and /æ/  Question and
Inspiration sound through Answer
Subtopics: listening materials;  Video
 Speech 2. articulate the /ɛ/ and Presentation
Improvement: /ɛ/ and /æ/ sound through  Choral Reading
/æ/ demonstration and  Demonstration
 Reading: “Nature in video presentation;  Collaborative
the Visual Arts” 3. differentiate how the Approach
/ɛ/ and /æ/ sounds  Performance-
are pronounced; Based learning
4. execute and  Recitation
demonstrate /ɛ/ and  Quiz
/æ/ sounds through  Assignment
presentation of  Drill
speech choir;  Games
5. integrate the  Group Activity
importance of
knowing the
differences on /ɛ/
and /æ/ sounds in
our daily lives.
Week 8: July 24-28, 2023 1. identify the correct  Discussion
Topic: Nature’s Art as placing of modifiers  Video
Inspiration correctly in Presentation
sentences;  Collaborative
Subtopics: 2. recognize the Approach
 Grammar in Focus: dangling modifiers  Recitation
Placing Modifiers in the sentences;  Quiz
Correctly and 3. analyze to fix  Assignment
Avoiding Dangling sentences with  Drill
Modifiers dangling modifiers  Question and
 Writing: Describing a and misplaced Answer
Work of Art modifiers;  Written task
4. perform analysis in
sentences with
misplaced and
dangling modifiers
in sample texts;
5. reflect the
importance of
placing modifiers
correctly and
avoiding dangling
modifiers in our
everyday lives.
Week 9: July 31- August 4, 1. identify the key  Discussion
2023 points of the poetry  Recitation
Topic: Nature’s Art as “I Wandered Lonely  Quiz
Inspiration as a Cloud” by  Assignment
Subtopics: William  Drill
 Literature: “I Wordsworth;  Games
Wandered Lonely as 2. analyze the  Written Task
a Cloud” by William elements of poetry
Wordsworth “I Wandered Lonely
 Literature: “The as a Cloud” by
Rhodora” by Ralph William
Waldo Emerson Wordsworth;
 Literature: “Beauty” 3. critique and criticize
by Louise Arbiter the poetry “I
Wandered Lonely
as a Cloud” by
William
Wordsworth;
4. compose an essay
that connects to the
idea of the poetry “I
 Wandered Lonely
as a Cloud” by
William
Wordsworth;
5. appreciate the
lessons from the
poetry “I Wandered
Lonely as a Cloud”
in our everyday
lives.
SECOND GRADING PERIOD
(August 7, 2023– October 2, 2023)
Week 10: August 7-11, 2023 1. differentiate how  Discussion
st
Topic: The World in the 21 the /æ/ and /a/  Question and
Century sounds are Answer
Subtopics: pronounced;  Video
 Speech Sounds /æ/ 2. classify the words Presentation
and /a/ with /æ/ and /a//  Choral Reading
 Reading: “Of Travel” sound through  Demonstration
by Francis Bacon listening materials;  Collaborative
3. articulate the /æ/ Approach
and /a/ sound  Performance-
through Based learning
demonstration and  Recitation
video presentation;  Quiz
4. execute and  Assignment
demonstrate /æ/  Drill
and /a/ sounds  Games
through  Written Task
presentation of
poetry;
5. show the
importance of
knowing the
differences on /æ/
and /a/ sounds in
our daily lives.
Week 11: August 14-18, 1. determine the  Discussion
2023 meaning, form, and  Video
Topic: The World in the 21st use of simple Presentation
Century present tense,  Collaborative
Subtopics: 2. provide examples Approach
 Grammar in Focus: and use the correct  Recitation
Using the Simple tense to complete  Quiz
Present Tense and the sentence,  Assignment
the Present 3. demonstrate their  Drill
Progressive Tense understanding of  Question and
 Writing: Writing to simple past tense in Answer
Inform solving word  Written task
puzzle.
4. interrelate the
significance of
simple past tense in
our daily lives.
Week 12: August 21-25, 1. analyze the literary  Discussion
2023 pieces providing  Recitation
Topic: The World in the 21st interpretation;  Quiz
Century; Inventions and 2. discuss the tone,  Assignment
Discoveries mood, writing style,  Drill
Subtopics: technique, and  Games
 Literature: “Travel” purpose of the  Written Task
by Aldous Huxley author;
 Literature: “You Bet 3. compare and
Travel Is interpret the
Broadening” by meaning of the
Ogden Nash different literary
 Speech pieces;
4. compose a
 Improvement: /uw/ reflective essay
and /ʊ/ about the literary
 Reading: “Louis pieces;
Pasteur” 5. associate the
values reflected in
the literary pieces
on our everyday
lives.
Week 13: August 28- 1. differentiate the  Discussion
September 1, 2023 meaning, form, and  Video
Topics: Inventions and use of past present Presentation
Discoveries tense and past  Collaborative
Subtopics: progressive tense; Approach
 Grammar in Focus: 2. determine the use  Recitation
Using the Simple and function in the  Quiz
Past Tense and the sentence of past  Assignment
Past Progressive present tense and  Drill
Tense past progressive  Question and
 Writing:Biographies tense; Answer
and Autobiographies 3. identify examples  Written task
 Literature: and use the correct
“Biography,” “Sea tense to complete
Fever,” and the sentence,
“Cargoes” by John 4. construct sentences
Masefield with past present
tense and past
progressive tense;
5. synthesize the
significance of
simple past tense in
our daily lives.

1. know
Week 14: September 4-8,  Discussion
2023  Question and
Topics: Inventions and Answer

the
Discoveries; Man in the  Video
Technological Age Presentation
Subtopics:  Choral Reading

patterns
 Literature: “The  Demonstration
Express” by Stephen  Collaborative
Spender Approach

of a
 Literature: “Richard  Performance-
Cory” by Edwin Based learning
Arlington Robinson  Recitation

formal
 Speech  Quiz
Improvement: /ow/  Assignment
and /ɔ/  Drill

definition
 Reading: “Blood  Games
Transfusion”  Group Activity

,
2. define
concepts
and terms
using
patterns
of
definition
correctly,
3. use the
correct
patterns
of
definition
in formal
writing.
1. know
the
patterns
of a
formal
definition
,
2. define
concepts
and terms
using
patterns
of
definition
correctly,
3. use the
correct
patterns
of
definition
in formal
writing.
1. know
the
patterns
of a
formal
definition
,
2. define
concepts
and terms
using
patterns
 of
definition
correctly,
3. use the
correct
patterns
of
definition
in formal
writing.
1. compare and
contrast how the
/ow/ and /ɔ/ sounds
are pronounced;
2. categorize the
words with /ow/ and
/ɔ/ sound through
listening materials;
3. articulate the /ow/
and /ɔ/ sound
through
demonstration and
video presentation;
4. execute and
demonstrate /ow/
and /ɔ/ sounds
through individual
reading of provided
words;
5. integrate the
importance of
knowing the
differences on /ow/
and /ɔ/ sounds in
our daily lives.
Week 15: September 11-15, 1. discuss and explain  Discussion
2023 meaning, and use  Video
Topics: Man in the of passive voice Presentation
Technological Age and coordinating  Collaborative
Subtopics: conjunctions; Approach
 Grammar in Focus: 2. determine the  Recitation
Using the Passive connection of using  Quiz
Voice and the passive voice  Assignment
Coordinating and coordinating  Drill
Conjunctions conjunctions in  Question and
 Writing: Writing making sentences; Answer
Explanations 3. criticize sentences  Written task
using the passive
  Literature: “Moving voice and
Through the Silent coordinating
Crowd” by Stephen conjunctions
Spender through sentence
 Literature: “When I examples,
Heard the Learn’d 4. compose a
Astronomer” by Wait reflective essay
Whitman about using the
passive voice and
coordinating
conjunctions;
5. associate the
importance of using
comparative
adjectives in writing.
Week 16: September 18-22, 1. categorize the  Discussion
2023 differences of /ə/  Question and
Topics: Man in the and /ar/ sound Answer
Technological Age; with the use of  Video
Preparing for the Future speech rhythm Presentation
Today through word  Choral Reading
Subtopics: stress;  Demonstration
 Literature: “Mending 2. articulate the  Collaborative
Wall” by Robert sounds of /ə/ and Approach
Frost /ar/ through  Performance-
 Speech demonstration and Based learning
Improvement: /ə/ video presentation;  Recitation
and /ar/ 3. identify the /ə/  Quiz
 Reading: “Can the and /ar/ sounds  Assignment
Environment Be through choral  Drill
Saved?” reading;  Games
4. demonstrate proper  Group Activity
pronunciation of
words with /ə/
and /ar/ sounds in
class individual
reading;
5. adhere the
importance of
differentiating /ə/
and /ar/ sounds in
our daily lives.
Week 17: September 25-29, 1. identify the  Discussion
2023 meaning, form, and  Video
Topics: Preparing for the use of simple Presentation
Future Today future;  Collaborative
Subtopics: 2. provide examples Approach
 Grammar in Focus: and use the correct  Recitation
Using the Simple simple future in  Quiz
Future sentences;  Assignment
 Writing: Writing 3. construct  Drill
Predictions understanding of  Question and
simple future Answer
through reflective  Written task
essay;
4. adhere the
significance of
simple future in our
daily lives.
Week 18: October 2-6, 2023 1. analyze the literary  Discussion
Topics: Man in the pieces by providing  Recitation
Technological Age literature analysis in  Quiz
Subtopics: interpreting;  Assignment
 Literature: 2. discuss the tone,  Drill
“Skyscraper” by Carl mood, writing style,  Games
Sandburg technique, and  Written Task
 Literature: “The purpose of the
author while writing
 Flying Machine” by these literary
Ray Bradbury pieces;
 Literature: “Across 3. compare and
the Sea of Stars” by interpret the
Arthur C. Clarke meaning of the
 Literature: “The different literary
Green Morning” by pieces;
Ray Bradbury 4. perform a role play
about the literary
pieces;
5. integrate the values
reflected in the
literary pieces on
our everyday lives.
THIRD GRADING PERIOD
(October 9, 2023 – December 8, 2023)
Week 19: October 9-13, 1. differentiate how  Discussion
2023 the /ey/ and /ow/  Question and
Topics: The Enriching World sounds are Answer
of Literature pronounced;  Video
Subtopics: 2. categorize the Presentation
 Speech words with /ey/  Choral Reading
Improvement: /ey/ and /ow/ sound  Demonstration
and /ow/ through listening  Collaborative
 Reading: “A Note on materials; Approach
the Essay” by Carl 3. articulate the /ey/  Performance-
Van Doreen and /ow/ sound Based learning
 Literature: Drawing through  Recitation
Out the Poet Within” demonstration and  Quiz
by John Cuno video presentation;  Assignment
 Literature: To One 4. execute and  Drill
Teaching Poetry” by demonstrate /ey/  Games
Trinidad T. Subido and /ow/ sounds  Group Activity
 Literature: “Poetry” through rhyme time
by Jorge Luis activities;
Borges 5. reflect the
importance of
knowing the
differences on /ey/
and /ow/ sounds in
our daily lives.
Week 20: October 16-20, 1. classify the use of  Discussion
2023 distingusing prose  Recitation
Topics: The Enriching World and poetry in  Quiz
of Literature English;  Assignment
Subtopics: 2. identify the function,  Drill
 Grammar in Focus: meaning, and  Games
English in Use in differences of prose  Group Activity
Literature and poetry in  Performance
Distinguishing Prose literature; Task
from Poetry 3. analyze the literary
 Writing: Writing an pieces and explain
Optic Poem the differentation of
 Literature: My prose and poetry;
Wonderful Lousy 4. display
Poem” by Budd understanding in
Schulberg categorizing prose
 Literature: “The Art and poetry through
of Poetry” by Jorge group analysis;
Luis Borges 5. adhere the
importance of
identifying the use,
function, and type
of literary form in
our everyday lives.
Week 21: October 23-27, 1. Provide example of  Discussion
2023 words with /p/ and  Question and
Topics: The Fascinating /f/ from the listening Answer
World of Music text;  Video
Subtopics: 1. differentiate the /p/ Presentation
 Speech and the /f/ sound;  Choral Reading
Improvement: /p/ 2. demonstrate proper  Demonstration
and /f/ pronunciation of  Collaborative
 Reading: “The words with /p/ and Approach
Kundiman of Nicanor /f/ sounds through  Performance-
Avelardo” by Ernesto tongue twister Based learning
V. Epistola activity;  Recitation
 Literature: “Of 3. synthesize  Quiz
Music” by Kahlil appreciation for the  Assignment
Gibran importance  Drill
 Literature: “Music, differentiating of /p/  Games
When Soft Voices and /f/ sounds in  Group Activity
Die” by Percy our everyday lives.
Bysshe Shelley

Week 22: October 30 – 1. identify usage of  Discussion

November 3, 2023 passive correctly;  Video
Topics: The Fascinating 2. provide examples Presentation
World of Music that using passive  Collaborative
Subtopics: correctly; Approach
 Grammar in Focus: 3. convert passive  Recitation
Using Passive voice to active  Quiz
Correctly voice;  Assignment
 Writing: A Filipino 4. construct sentences  Drill
Composer with passive voice;  Question and
 Literature: “The 5. reflect the Answer
Arrow and the Song” importance of using  Written task
by Henry W. passive correctly in
Longfellow our daily lives.
 Literature: “The
Story of Jazz” by
Albert Weeks and
Robert Lugton
Week 23: November 6-10, 1. classify the words  Discussion
2023 with /b/ and /v/  Question and
Topics: The Delightful World sound through Answer
of the Visual Arts listening  Video
Subtopics: instructions; Presentation
 Speech 2. articulate the /b/  Choral Reading
Improvement: /b/ and /v/ sound  Demonstration
and /v/ through  Collaborative
 Reading: “The demonstration and Approach
Museum of Art” by video presentation;  Performance-
Rob Ballenger 3. differentiate how Based learning
 Literature: “Ode on a the /b/ and /v/  Recitation
Grecian Urn” by sounds are  Quiz
John Keats pronounced;  Assignment
 Literature: “My Last 4. execute and  Drill
Duchess” by Robert demonstrate /b/ and  Games
Browning /v/ sounds through  Group Activity
presentation of
declamation
speech;
5. integrate the
importance of
knowing the
differences on /b/
and /v/ sounds in
our daily lives.
Week 24: November 13-17, 1. comprehend the  Discussion
2023 usage of making  Video
Topics: The Delightful World effective use of Presentation
of the Visual Arts referential or  Collaborative
Subtopics: substitute words in Approach
 Grammar in Focus: sentences;  Recitation
 Making Effective 2. classify the function  Quiz
Use of Referential or of making effective  Assignment
Substitute Words use of referential or  Drill
 Writing: Evaluation substitute words in  Question and
of a Work of Art sentences; Answer
 Literature: 3. determine the  Written task
“Pygmaliom and words that can be
Galatea” a Greek used as a
Myth referential or
substitute words;
4. operate a
reconstruction of
story using
referential or
substitute words;
5. appreciate the
importance of
referential or
substitute words in
our everyday lives.
Week 25: November 20-24, 1. articulate the proper  Discussion
2023 pronunciation of the  Question and
Topics: The Wonderful words with /th/ Answer
World of Motion Pictures and /t/ sounds;  Video
Subtopics: 2. compare and Presentation
 Speech contrast the /th/ and  Choral Reading
Improvement: /t/ /t/ sounds;  Demonstration
and /th/ 3. categorize the  Collaborative
 Reading: “How Do words with to the /t/ Approach
thw Movies Do It?” and /th/ sounds;  Performance-
by Theodore Taylor 4. establish the Based learning
importance of  Recitation
knowing the  Quiz
difference  Assignment
between /th/ and /t/  Drill
sounds.  Games
 Group Activity
Week 26: November 27- 1. analyze the given  Discussion
December 1, 2023 sentences to  Video
Topic: The Wonderful World identify the present Presentation
of Motion Pictures perfect tense,  Collaborative
Subtopics: 2. determine the Approach
 Grammar in Focus: function of present  Recitation
Using the Present perfect tense in  Quiz
Perfect Tense form, meaning, and  Assignment
Correctly use;  Drill
 Writing: Movie 3. distinguish  Question and
Review or sentences using the Answer
Commentary present perfect  Written task
 Literature: “Man tense;  Group Activity
Moons” by James 4. perform
Thurber understanding
about the present
perfect tense
through reporting;
5. adhere on the use
of present perfect
tense in our
everyday lives.
Week 27: December 4-8, 1. Analyze the literary  Discussion
2023 pieces through  Recitation
Topic: The Wonderful World poetic analysis;  Quiz
of Motion Pictures 2. identify the  Assignment
Subtopics: background  Drill
 Literature: “The information of the  Games
Diary of Anne Frank” authors and their  Group Activity
by Frances Goodrich writing styles,  Performance
and Albert Hackett techniques, and
  Literature: “Romeo advocacy; Task
and Juliet” by 3. distinguish the  Collaborative
William significance of the Approach
Shakespeare literary pieces in the
 Literature: “One of contemporary
the Greatest literature;
Performing Artists of 4. demonstrate a
our Time” by Ann compilation of
Todd analysis and
information about
the literary devices
through reporting;
5. advocate on the
importance of
literature through
literary pieces that
signifies the
everyday lives.

FOURTH GRADING PERIOD

(December 11, 2023 – February 29, 2024)
Week 28: December 11-15, 1. provide example of  Discussion
2023 words with /d/  Recitation
Topic: Understanding and /dh/ from the  Quiz
Values listening text;  Assignment
Subtopics: 2. differentiate /d/  Drill
 Speech and /dh/ sound;  Games
Improvement: /d/ 3. demonstrate proper
 Group Activity
and /dh/ pronunciation of
 Reading: “Changing words with /d/
World Lasting and /dh/ sounds
Values” by Andre through word
Maurois syllables;
 Literature: “Honesty; 4. synthesize
Is It Going Out of appreciation for the
Style?” by Stacia importance
differentiating of /d/
and /dh/ sounds in
our everyday lives.
Week 29: January 5-11, 1. define the meaning  Discussion
2024 and function of  Video
Topic: Understanding modals in the Presentation
Values sentence;  Collaborative
Subtopics: 2. categorize the types Approach
 Grammar in Focus: of modals to use in  Recitation
Making Good Use of an experience;  Quiz
Modals 3. create, configure,  Assignment
 Writing: Essay on and test the  Drill
Filipino Values understanding of  Question and
 Literature: “The modals through Answer
Princess and the Tin board work;  Written task
Box” by James 4. operate the  Board work
Thurber significance of
 Literature: “Wanted: modals in writing in
A Chaperon” our everyday lives.
Week 30: January 12-18, 1. distinguish the  Discussion
2024 words with /ch/  Question and
Topic: Values to Live By and /j/ sound Answer
Subtopics: through listening  Video
 Speech materials; Presentation
Improvement: /ch/ 2. articulate the /ch/  Choral Reading
and /j/ and /j/ sound  Demonstration
 Reading: “You Are through  Collaborative
What You Think” demonstration and Approach
 Literature: “Quality” video presentation;  Performance-
by John Galsworthy 3. differentiate how Based learning
the /ch/ and /j/  Recitation
 sounds are  Quiz
pronounced;  Assignment
4. perform /ch/ and /j/  Drill
sounds through  Games
presentation of  Group Activity
speech choir;
5. integrate the
importance of
knowing the
differences on /ch/
and /j/ sounds in
our daily lives.
Week 31: January 19-25, 1. comprehend the  Discussion
2024 meaning of ideas  Video
Topic: Values to Live By that defines regret; Presentation
Subtopics: 2. distinguish about  Collaborative
 Grammar in Focus: defining ideas and Approach
Defining Ideas and expressing regret;  Recitation
Expressing Regret 3. list examples of  Quiz
 Writing: An Essay expressing regretful  Assignment
(Writing Paragraphs actuations;  Drill
Using Definitions 4. discuss techniques  Question and
and Follow-up for preventing Answer
Sentences) feeling of regret  Written Task
 Literature: “Invictus” through role  Performance
by William Ernest playing; Task
Henley 5. advocate to the  Group Activity
importance of
understanding the
feelings of human
especially knowing
about the ideas of
regret as it is
reflected in our daily
lives.
Week 32: January 26- 1. compare and  Discussion
February 1, 2024 contrast how the /s/  Question and
Topic: The Universals and /z/ sounds are Answer
Subtopics: pronounced;  Video
 Speech 2. categorize the Presentation
Improvement: /s/ words with /s/  Choral Reading
and /z/ and /z/ sound  Demonstration
 Reading: “The through listening  Collaborative
Universals” by materials; Approach
Cleofe M. Bacungan 3. articulate the /s/  Performance-
 Reading: ”A and /z/ sound Based learning
Declaration of through  Recitation
Freedom” by demonstration and  Quiz
Freedom House video presentation;  Assignment
 Reading: “The 4. execute and  Drill
Curse” by Arthur C. demonstrate /s/ and  Games
Clarke /z/ sounds through  Group Activity
individual reading
of provided words;
5. integrate the
importance of
knowing the
differences on /s/
and /z/ sounds in
our daily lives.
Week 33: February 2-8, 1. differentiate the  Discussion
2024 meaning and form  Video
Topic: The Universals in using the past Presentation
Subtopics: perfect tense and  Collaborative
 Grammar in Focus: using the correct Approach
Using the Past tense of the verb in  Recitation
Perfect Tense and subordinate  Quiz
Using the Correct clauses;  Assignment
 Tense of the Verb in 2. determine the use  Drill
Subordinate Clauses and function in  Question and
 Writing: Expanding using the past Answer
Topic Sentences into perfect tense and  Written task
Paragraphs, using the correct  Group Activity
Paragraphs into tense of the verb in  Performance
Essays, and Writing subordinate Task
Essays from clauses;
Editorial Cartoons 3. identify examples of
using the past
perfect tense and
using the correct
tense of the verb in
subordinate clauses
in sentences;
4. demonstrate
understanding of
using the past
perfect tense and
using the correct
tense of the verb in
subordinate clauses
through reporting;
5. synthesize the
significance of
using the past
perfect tense and
using the correct
tense of the verb in
subordinate clauses
in our daily lives.
Week 34: February 9-15, 1. encapsulate the  Discussion
2024 symbolism of  Recitation
Topic: The Universals freedom in the  Quiz
Subtopics: literary pieces;  Assignment
 Literature: “The 2. analyze the story of  Drill
Unanimous the literary pieces  Games
Declaration of and provide the  Written Task
Independence of the literary analysis;
Thirteen United 3. criticize the main
States of America, point of the literary
July 4, 1776” by texts to provide its
Thomas Jefferson purpose;
 Literature: “Liberty or 4. compose a brief
Death” by Patrick summary of the
Henry literary pieces;
5. appreciate the
importance literary
texts that promotes
awareness in
historical milestone
of our past.
Week 35: February 16-22, 1. explain the key  Discussion
2024 points from the  Recitation
Topic: The Universals literary pieces;  Quiz
Subtopics: 2. synthesize the  Assignment
 Literature: sequence of events  Drill
“Homecoming through flowchart;  Games
Thoughts” by 3. provide literary  Group Activity
Salvador P. Lopez analysis of the  Performance
 Literature: “Through literary pieces; Task
Ages and Ages” 4. perform a role  Collaborative
Eternal” by C.V. playing re-enacting Approach
Pedroche some notable
events in the literary
pieces;
5. associate the
learnings on literary
 pieces in everyday
lives.
Week 36: February 23-29, 1. critique the literary  Discussion
2024 pieces through  Recitation
Topic: The Universals poetic analysis;  Quiz
Subtopics: 2. distinguish the main  Assignment
 Literature: “Man Will points of the literary  Drill
Never Write” by Carl pieces;  Games
Sandburg 3. provide a
 Written Task
 Literature: “Ten background study
Virtues for the New about the authors;
World” by Randy 4. compose a similar
David genre of poetry
reflecting the values
imposed;
5. reflect the
importance of
literature in our
everyday lives.

V. TEACHING STRATEGIES
 Discussion
 Demonstration
 Recitation
 Quiz
 Drill
 Question and Answer
 Video Presentation
 Choral Reading
 Collaborative Approach
 Performance-Based learning
 Assignment
 Games
 Group Activity
 Performance Task
 Written Task
 Board Work
VI. SUBJECT REINFORCEMENT
Written Work 20%
Performance Tasks 40%
Attendance 10%
Behavior 10%
Quarterly Assessment 20%
100%
VII. REFERENCES: The New Dimensions in Learning English
Edna Montano-de la Cruz
Magelende Magallona-Flores
Helen Ponce de Leon-Ladera
Eufrocina Angeles-Guevara

Submitted by: Submitted to:

Ms. Mariane Aicell Z. Redondo Sir Glenn Dela Cueva

Teacher