The Teaching of English in The K To 12 Curriculum

The Teaching of
English in the
K to 12 Curriculum
Learning Outcomes
• Explain the goals of teaching of English
in the K to 12 Curriculum
• Examine the spiral progression of key

stage standards and their alignment to
the goals of the teaching of the Filipino
• Explain the conceptual framework for

the teaching of English
• The end goals of English
language teaching are
communicative competence
and multiliteracies.
End Goals of English
Language Teaching
• Multiliteracies come from two words

“multi” and “literacy” and implies that
text is not the only way to
communicate .
• Text is combined with sounds and

images.
The Learning Area Standard
• It specifies the intended outcomes

of the English subject from K to
Grade 12. For the English subject
and the Learning Area Standard
is:
The Learning Area Standard
• The learner demonstrates mastery of the basic
skills in the English Language Arts,
communicates appropriately, fluently, and orally
and writes for a variety of purposes in different
social and academic context at his or her level
while carrying out real life tasks necessary to
cope with the demands of a functionally literate
and competent, local, national and global citizen.
The Key Stage Standards
Grade 3
Students should be able to
demonstrate eagerness to
explore and experience oral
and written texts and to
communicate meanings and
feelings effectively.
Grade 6

interpret, evaluate and
represent information within
and between learning area
texts and discourses.
Grade 10
demonstrate eagerness to
explore and experience oral
and written texts and to
communicate meanings and
feelings effectively.
Grade 12
integrate and communication
and language skills for creating
meaning using oral and written
texts, various genres and
discursive context for personal
and professional purposes.
Grade Level Standards
Kindergarten – Grade Level

Standards - ENGLISH
Grade The learner listens for

1 comprehensions,
speaks clearly and uses
appropriate expressions
in talking about oneself,
family and other social
context interactions.
Grade The learner listens critically to one –
two paragraphs; use appropriate
2
expressions in varied situations;
reads texts for pleasure and
information critically in meaningful
though units; responds properly to
environmental prints like signs,
posters, commands and requests;
and writes legibly simple
sentences and messages in
cursive form.
Grade The learner listens critically to
3 news reports and other radio
broadcasts and expresses ideas
accurately in oral and written
forms; demonstrates confidence
in the use of language to meet
everyday’s needs; and reads
independently and gets relevant
information from various text
types.
Grade The learner listens for
4 comprehensions,
speaks clearly and uses
appropriate
expressions in talking
about oneself, family
and other social
context interactions.
Grade The learner listens
5 critically to different text
types; expresses ideas
logically in oral and
written forms; and
demonstrates interest in
reading to meet various
needs.
Grade The learner listens critically;
6 communicates feelings and
ideas orally and in writing
with a high level of
proficiency; and reads
various text types materials
to serve learning needs in
meeting a wide range of
life’s purpose.
Grade The learner demonstrates

7 communicative
competence through his or
her understanding of
Philippine Literature and
other text types for a
deeper appreciation of
Philippine Culture.
8 communicative
competence through his or
her understanding of Afro-
Asian Literature and other
text types for a deeper
appreciation of Philippine
Culture and those of other
countries.
9 communicative competence
through his or her
understanding of British-
American Literature, including
Philippine Literature and other
text types for a deeper
appreciation of Philippine
Culture and those of other
countries.
10 communicative
competence through his
or her understanding of
literature and other text
types for a deeper
appreciation of the World
Literature and including
Philippine Literature.
GRADE 4
• The learner listens critically to news reports
and other radio broadcasts and expresses
ideas accurately in oral and in written forms
demonstrates confidence in the use of the
language to meet everyday’s needs; and reads
independently and gets relevant information
from various text types.
End Goals of English
Language Teaching
• Communicative Competence is
the student’s ability to understand
and use language appropriately
and correctly to communicate in
authentic situations.
Four Aspects of
Communicative Competence
• Grammatical Competence
• Sociolinguistic Competence
• Discourse Competence
• Strategic Competence
• Grammatical Competence is concerned with
mastery of the linguistic code (verb or non-
verbal) which includes vocabulary knowledge
as well as knowledge of morphological,
syntactic, semantic, phonetic and
orthographic rules.
• Morphology – the study of the internal structure
of words.
• Syntax – the format in which words and phrases
are arranged to create sentences is called syntax.
• Semantic – the study of meaning in language. It
can be applied to entire texts or to single words.
• Phonetics – a branch of linguistics that comprises
the study of the sounds of human speech or in
the case of sign languages.
• Orthography – the methodology of writing a
language; it includes rules of spelling,
hyphenation, capitalization, word breaks,
emphasis and punctuation.
Sociolinguistic Competence
• Knowing how to use and respond to language

appropriately, given the setting, the topic, and
the relationships among the people
communicating.
Discourse Competence
Strategic Competence
The Principles of Language Learning
 Cognitive Principles
1. Anticipation of reward
2. Meaningful leaning
3. Automaticity
4. Strategies Investment
5. Intrinsic Motivation
Linguistic Principles
• Native Language Effect – a learner’s native
language creates both facilitating and interfering
effects on learning.
• Communicative Competence – fluency and use

are just as important as accuracy and usage.
• Interlanguage – in second language learning,

learners manifest a systematic progression of
acquisition of sounds and words and structures
and discourse features.
Socioaffective Domain
• Language-Culture Connection
• Self-confidence
-give multiple verbal and non-verbal
assurances to students
• Risk-taking
-carefully sequence technique to ensure
learner success
• Language Ego
Approaches Method and Activities in
Language Teaching
The language teaching methods:
• Grammar Translation Method

• Direct Method
• Audio-lingual Method
• Designer Method
• Natural Method
• Communicative Language Teaching
Designer Method
• Community Language Learning

• Suggestopedia
• Silent Way
• Total Physical Response
Principles Related Communicative
language teaching
• Learner centered
• Cooperative
• Interactive
• Whole language education
• Content centered
• Task-based Learning
The six main processes that form part
of the core of English language
teaching:
• Construction
• Spiral progression
• Integration
• Interaction
• Contextualization
• Learner-centered instruction
Five macro-skills that are found
in MTB-MLE and Filipino
frameworks:
• Listening
• Speaking
• Reading
• Writing
• Viewing

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The Teaching of

• Examine the spiral progression of key

• Explain the conceptual framework for

• Multiliteracies come from two words

• Text is combined with sounds and

• It specifies the intended outcomes

Students should be able to

Kindergarten – Grade Level

Grade The learner listens for

Grade The learner demonstrates

• Knowing how to use and respond to language

• Communicative Competence – fluency and use

• Interlanguage – in second language learning,

• Grammar Translation Method

• Community Language Learning

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