DEPARTMENT OF EDUCATION
VISION
We dream of Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to
building the nation. As a learner-centered public institution, the Department of Education continuously improves itself to better service its stakeholders.
MISSION
To protect and promote the right of every Filipino to quality, equitable, culture-based and complete basic education where:
CORE VALUES
Maka-Diyos
Maka-tao
Maka-kalikasan
Makabansa
DEPARTMENT OF EDUCATION
The course helps students develop their language proficiency and other language learning skills by the activities and tasks that will be provided by
this course in order to meet the learning competencies at the end of instruction. It will establish activities that will help them improve in a specific
English macro skill in a specific task given. Moreover, the course includes topics that are essential with given tasks in group, pair or individual.
Course Intended Upon completion of this course, the students as future teachers are able to:
Learning Outcomes
(CILO) 1. Define the nature and structure of language
2. Give the meaning of sign symbols
3. Use appropriate idiomatic expression in variety of communication
4. Use correct stress when reading the passages
5. Transcode orally and in writing the information written in information
Legend:
Cre Creativity PS Problem Solving CT Critical Thinking DML Decision Making & Learning Com
Communication Col Collaboration ICT Information and Communications Technology
IL Information Literacy Cit Citizenship LC Life and Career PSR Personal and Social Responsibility
4 – Befriending Others 3 3 3 3 3 3 3 3 3 3 3
5 – Adapting To Peers 3 3 3 3 3 3 3 3 3 3 3
6 – Loving Others 3 3 3 3 3 3 3 3 3 3 3
7 – Sharing Positive and Healthy Relationships 3 3 3 3 3 3 3 3 3 3 3
8 – Acknowledging Diversity 3 3 3 3 3 3 3 3 3 3 3
9 – Setting Aside Differences 3 3 3 3 3 3 3 3 3 3 3
10 – Embracing Diversity 3 3 3 3 3 3 3 3 3 3 3
11 – Responding To the Needs of Others 3 3 3 3 3 3 3 3 3 3 3
12 – Aiming To Be Socially Responsible 3 3 3 3 3 3 3 3 3 3 3
13 – Asserting One’s Identity In A Diverse Society 3 3 3 3 3 3 3 3 3 3 3
14 – Relating Past To Present 3 3 3 3 3 3 3 3 3 3 3
15 – Keeping Abreast With Changes 3 3 3 3 3 3 3 3 3 3 3
16 – Upholding Understanding Of Broadening Horizons 3 3 3 3 3 3 3 3 3 3 3
17 – Celebrating Cultural Ties 3 3 3 3 3 3 3 3 3 3 3
Legend:
Cre Creativity PS Problem Solving CT Critical Thinking DML Decision Making & Learning
Com Communication Col Collaboration ICT Information and Communications Technology
IL Information Literacy Cit Citizenship LC Life and Career PSR Personal and Social Responsibility
Form No.: TSU-VPA-SF-05 Revision No.: 00 Effectivity Date: March 2019 Page |4
REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION
Show the content State the content of Explain or enumerate the Content of English 7 Brainstorming Explain the
knowledge of the the learners’ content of the learners’ Discussion content of the
English for Grade materials in English materials learners’
7 of Grade 7 materials
Disseminate the
subject content
to the students.
Essential Learning
Week Content Declarative Functional Intended Learning Outcomes Suggested Teaching/Learning Assessment Tasks
Standards Knowledge Knowledge (ILO) Students should be able to: Activities (TLAs) (ATs)
2-4 Characterize the Enumerate the Explain the Lesson I. - PowerPoint/Video Conduct a
nature and nature and structure nature and Searching for my beginnings Presentation on Nature research on
structure of of language structure of Sounds of and Structure of nature and
language language Language language: A Group structure of
Give examples The Origin of Report language.
of it Proverbs - Recite some examples of Write a
Sentence Stress and the topic reflection of
Intonation what the
Picture Words students have
Writing for a learned .
Purpose Research and
give some
example of
the nature and
structure of
language
Identify the
meaning of a
word as it is
used in the
sentence.
5-7 Demonstrate Read Explain the Lesson II. - Listening to a Discussion Write
knowledge, intensively purpose of Recalling my Ancestor’s Beliefs - Question and answer reflection on
understanding to find recalling the Word World - Word games the theme of
in recalling answer to ancestor’s beliefs Language Lingo one’s chosen
ancestor’s Survey-Question-Read Philippine
questions
beliefs Narrative Type myths and
Language Connections legends
8-10 Demonstrate Give the Discover Lesson III. - Listening to a Discussion Transcode
knowledge, meaning of literature as a Connecting to My Past - Question and answer orally and in
understanding sign means of Idiomatic Connections - Diagram making writing the
in connections symbols connecting to Graphical Connection information
significant past Paragraph Connection
presented
Connected to Symbols
diagrams,
Character Connection
Connecting Artists and charts, table,
Storytellers graphs, etc.
11-12 Demonstrate Observe Use correct stress Lesson IV. - Listening to a Discussion Present a
knowledge, correct when reading the Learning from my Beginnings - Question and answer graphic
understanding subject verb passages Viewing Prelude organizer
in learning agreement Differing Views containing
from Read to Find
information
beginnings Tracing Backwards
Essential Learning
Week Content Declarative Functional Knowledge Intended Learning Outcomes Suggested Assessment Tasks
Standards Knowledge (ILO) Students should be able Teaching/Learning (ATs)
to: Activities (TLAs)
15 1ST QUARTER 1ST QUARTER • 1ST QUARTER EXAM ST
1 QUARTER EXAM ST
1 QUARTER EXAM 1ST QUARTER
EXAM EXAM EXAM
Essential Learning
Week Content Declarative Functional Knowledge Intended Learning Suggested Teaching/Learning Assessment Tasks
Standards Knowledge Outcomes (ILO) Students Activities (TLAs) (ATs)
should be able to:
16-17 Demonstrate Enumerate the Generate thoughts Lesson I. - PowerPoint/Video Make a
knowledge, values and ideas to Valuing one’s Family Presentation on Nature brochure of
understanding in discussed activate prior Think And Search and Structure of successful
valuing one’s Distinguish knowledge Like A Centipede language: A Group family stories
family between literal Match words with Centipede Statement Report
and figurative their meanings Lit (Literal) Vs Fig - Recite some examples of
(Figurative) the topic
language
Phrase to Phrase - Use card catalog to locate
In A Nutshell specific sources
Conflicting Ideas
18 Demonstrate Recognize Show comparison Lesson II. - Listening to a Discussion Create a mini
knowledge, main or key using simile and Recognizing Beauty In Others - Question and answer book of tips
understanding in ideas metaphor Poetic Words And Lyrics - PowerPoint/Video related to
recognizing Distinguish Note relationships Poetic License Presentation on Nature building
beauty in others of ideas and Pm (Poetic Meaning) and Structure of relationship
features of
events Poem Precis language: A Group
poems
Report
Being Nice
- Poem writing
19-20 Demonstrate Employ correct turn- Recognize cues Lesson III. - Paraphrase Create a book
knowledge, taking and turn-giving and signals to Befriending Others ideas/information from a jacket
Articles
Plot Summary
24 Demonstrate Gather current Draw similarities Lesson VI. Simplify ideas through Create a
knowledge, information from and differences Sharing Positive and Healthy paraphrasing and PowerPoint
understanding in newspapers and other between Relationships summarizing presentation of
sharing positive print and non-print characters in a Building Blocks a formal essay
and healthy media selection Check The Elements or a
relationships Pros and Cons Poster feature/informa
Infomercial tive article
The Power To Impress
Essential Learning
Week Content Declarative Functional Knowledge Intended Learning Outcomes Suggested Assessment Tasks
Standards Knowledge (ILO) Students should be able Teaching/Learning (ATs)
to: Activities (TLAs)
25 2nd QUARTER 2nd QUARTER • 2nd QUARTER EXAM nd
2 QUARTER EXAM nd
2 QUARTER EXAM 2nd QUARTER
EXAM EXAM EXAM
Essential Learning
Week Content Declarative Functional Knowledge Intended Learning Suggested Teaching/Learning Assessment Tasks
Standards Knowledge Outcomes (ILO) Students Activities (TLAs) (ATs)
should be able to:
26 Demonstrate Determine the • Use one’s schema Lesson I. - Learning Compose a
knowledge, key message to better understand a Acknowledging Diversity Experiences and series of
understanding in conveyed in text Kaeidos Thoughts Instruction ; A Group journal entries
Acknowledging the material Vocabox report
diversity viewed Unity in Diversity - Recitation
Diversity Issues - Question and Answer
27 Demonstrate Identify Identify the features of a Lesson II. - Evaluation of Write a simple
knowledge and collocations narrative text Setting Aside Differences Learning ; A Group narrative text
understanding in used in a Deliciously Different report
setting aside selection A Sauce for A Cause - Recitation
differences - Question and Answer
- Brainstorming
28 Demonstrate Use literature Identify the key message Lesson III. - Express ideas and Write an
knowledge and as a tool to showed in the pictures Embracing Diversity opinions informative
understanding in understand viewed Picture Me A Word speech
embracing people better To Where I Belong
diversity
29 Demonstrate Predict the Explains the elements in a Lesson IV. - Listen and react to a Compose and
knowledge and events in a short story Responding To the Needs of discussion travelogue
understanding in short story Others Conduct an
responding to the Orderly Guessing interview
needs of others Wordy Bubble
Vocabulary
Fortune Telling Story
30-31 Demonstrate Determine the Discover literature as tool Lesson V. - Listen to the story Perform a
knowledge and author’s to be socially responsible Aiming To Be Socially and discussion proficient and
understanding in intentions in and to better understand Responsible - Question and answer insightful panel
aiming to be writing people Listen And Tell - Employ appropriate discussion
socially Pinoy Youth (Making language
responsible Choices, Building
Voices)
Panel Discussion
Photo Essay
Demonstrate Formulate React to assertions made Lesson VI. - Compose personal Perform in a
knowledge and predictions by the author in the text Asserting One’s Identity In letters comprehensive
32-34 about the A Diverse Society - Raise provoking debate
understanding in
asserting one’s contents of My Hero, Just questions
identity in a the text Asking
diverse society Predicting Outcomes
My word Map
Field Reporting
Class Symposium
Essential Learning
Week Content Declarative Functional Knowledge Intended Learning Outcomes Suggested Assessment Tasks
Standards Knowledge (ILO) Students should be able Teaching/Learning (ATs)
to: Activities (TLAs)
35 3rd QUARTER 3rd QUARTER • 3rd QUARTER EXAM rd
3 QUARTER EXAM rd
3 QUARTER EXAM 3rd QUARTER
EXAM EXAM EXAM
Essential Learning
Week Content Declarative Functional Knowledge Intended Learning Suggested Assessment Tasks
Standards Knowledge Outcomes (ILO) Students Teaching/Learning (ATs)
should be able to: Activities (TLAs)
36-37 Demonstrate Determine the • Use one’s schema to Lesson I. - Learning Compose a
knowledge, key message better understand a text Relating Past To Present Experiences and series of journal
understanding in conveyed in • From Gen X, Y To Z Instruction ; A entries
relating past to the material • Anticipation-Reaction Group report
present viewed Guide - Recitation
• Poetry Elements - Question and
• Literary Exploration Answer
• Poetry Whiz
• Film Viewing
38-39 Demonstrate Compare Identify words or Lesson II. - Question and Orally narrate
knowledge, content of expressions used in a Keeping Abreast With answer events in
understanding in materials selection that show Changes - Composing factual and
keeping abreast viewed to varying shades of meaning Expanding capsule biography personal
with changes other sources Vocabularies of a person viewed recounts using
of information Literary Exploration verbal and non-
verbal cues
Character
Development Chart
Story Illustration
40 Demonstrate Cite evidence • Use lexical and contextual Lesson III. - Listen to a Use imperatives
knowledge, to support clues in understanding Upholding Understanding Of discussion when giving
understanding in general unfamiliar words Broadening Horizons - Question and instructions
upholding statement Matching Vocabs answer Research about
understanding of Homonymous - Compose personal the topic
broadening Expressions Blast essay
horizons
41-42 Demonstrate Make simple • Create or respond word Lesson IV. - Organize Design own
knowledge, inferences clines Celebrating Cultural Ties information about material about
understanding in about Unlock The Topic a chosen topic cultural
celebrating thoughts and Quote and Unquote - Question and diversity in
cultural ties feelings Words Enrichment answer language
expressed in Promoting Cultural - Use appropriate
ties multi-media
the text
resources
Essential Learning
Week Content Declarative Functional Knowledge Intended Learning Outcomes Suggested Assessment Tasks
Standards Knowledge (ILO) Students should be able Teaching/Learning (ATs)
to: Activities (TLAs)
43 4th QUARTER 4th QUARTER • 4th QUARTER EXAM th
4 QUARTER EXAM th
4 QUARTER EXAM 4th QUARTER
EXAM EXAM EXAM
Basic Campbell, Joseph and Bill Moyers. 1988. The Power of English. New York, NY, USA: Doubleday, Bantam Doubleday Dell Publishing Group, Inc.
Readings
Young Adult Learners. 2003. Explaining the Concepts in English. Queen’s Printer.
Extended
Readings Wondwosen, Tamrat. (n.d.) Spoken English: Reference and Practice Book. Retrieved from:
https://www.academia.edu/23595542/Spoken_English_Reference_and_Practice_Book
Attendance: The university rule on a 54-hour attendance applies: 20% absence is considered failed or dropped, as the case may be.
There will be no make-up arrangements for oral presentations, hence, the instructor/professor lectures in the absence of the discussant. Those
who cannot come on the examination day are advised to take the test on the day prior to the schedule.
Homework, Written Reports and Reaction Papers: Course requirements must be turned in following the scheduled due dates. If a student cannot make it to
class on time, assessment items must be given to a classmatefor submission. Failure to submit assessment items on time and without an adequate
excuse (e.g. a doctor’s certificate) will result in a reduced score for that assessment item.
Course Portfolio: The portfolio is a form of assessment for this class. Each student is expected to purchase a 40 or 60 leaf folder to use as a portfolio. All
forms of inclass outputs, homework, worksheets, readings, and other items are to be placed in the portfolio for assessment at the end of the
semester.A Title Page and a Contents Page must accompany the portfolio.
Honor, Dress and Grooming Code: Students are enjoined to wear the prescribed uniform of the school with their ID’s worn at all times. Also, respect to
administrators, faculty and staff of the school as well as to classmates and other students shall be observed. Sudents are mandated to follow all
school policies and regulations.
English for Grade 7 Academic Year 2019-2010 CULLADO, Junella Kyle G. Prof. Elizabeth P. Balanquit 21
DATU, Raymond V. Professor EM12*
MANUEL, Shanella Izzabelle B.
SAAVEDRA, Darwin S.