CONTENT AND PERFORMANCE STANDARDS FOR GRADE
CONTENT AND PERFORMANCE STANDARDS FOR GRADE 7 ENGLISHCONTENT STANDARDLC:Listening ComprehensionFIRST QUARTERSECOND QUARTERFOURTH QUARTERLC2: Use active listening strategiesbased on purpose, familiarity with thetopic and the level of difficulty of shortnarrative texts.LC3: Use active listening strategiesbased on purpose, familiarity with thetopic and the level of difficulty of simpleinformative texts.LC4: Listen to appreciatecommunication roles, expectations,and intentions in specificcommunicative contexts orsituations.LC1a: Recognize differences in voice levels andspeech patterns.LC2a: Note specific elements of the narrativelistened to.LC3a: Note specific details of the text listened to.LC4a: Note the roles and expectations ofeach speaker in intimate and consultativesituations.LC1b: Explain the influence of differences in toneand accent patterns in understanding a message.LC2b: Determine the order of significant events inthe text listened to.LC1c: Listen for important points signaled byshifts in stress and intonation.LC2c: Identify key ideas or turning points in thenarrative text listened to.LC1d: Determine how pitch, phrasing, and pacingaffect understanding of a message.LC2d: Note specific words or expressions that signalor emphasize crucial details in the narrative listenedto.LC1e: Determine the effect of facial expressionsand eye contact in understanding a message.LC1f: Determine the effect of posture and bodilygestures in understanding a message.LC1g: Distinguish between and among thefunctions of non-verbal cues: repetition,contradiction, substitution, complementation, andaccentuation.LC2e: Determine the tone and mood of the speakeror characters in the narrative listened to.LC2f: Note familiar and unfamiliar details from thenarrative listened to.LC2g: Formulate assumptions or predictions aboutthe contents of the narrative texts.LC2h: Infer appropriate responses to listening guidequestions.LC2i: Infer the purpose of the narrative listened tovis-à-vis the author’s background and the historicalperiod.PERFORMANCESTANDARDSTHIRD QUARTERLC1: Determine how stress, pitch,intonation, phrasing, pacing, and nonverbal cues serve as carriers ofmeaning that may aid or interfere in themessage of the text listened ionalLow/FrustrationLC3b: Determine the order of ideas or how theideas are organized in the text listened to.LC3c: Identify main points and supporting ideasin the text listened to.LC2d: Note specific words or expressions thatsignal or emphasize crucial details of the textlistened to.LC3e: Determine the tone and mood of thespeaker in the text listened to.LC3f: Note familiar and unfamiliar details fromthe text listened to.LC3g: Formulate assumptions or predictionsabout the contents of the narrative texts.LC3h: Infer appropriate responses to listeningguide questions.LC 4b: Note the roles and expectations ofeach speaker in casual, conversational, orinformal situations.LC 4c: Note the roles and expectations ofeach speaker in formal situations.LC 4d: Determine the intentions of speakersby focusing on their unique verbal and nonverbal cues and quality of participation.LC 4e: Predict the outcomes of a verbalexchange listened to and their possible effectson the speakers and their relationships.LC 4f: Identify the most effective or leasthelpful strategies used by different speakersto achieve specific intentions.LC3i: Infer the purpose of the text listened to visà-vis the author’s background and the historicalperiodPerform an enhanced rendition of a listening text.State specific recommendations to enhance the delivery of the text listened to.Formulate evaluative statements about the clarity of a listening text’s message.Grade 7 English Group, DepEd K-12 Learning Area Team for Languages and Multi-literacies1
CONTENT STANDARDSECOND QUARTERTHIRD QUARTEROL1: Use the right stress, intonation,phrasing, and pacing when readingshort written passages aloud andengaging in interpersonalcommunication.FIRST QUARTEROL2: Talk about significant humanexperiences and ideas based on literaryor expository reading, listening, or viewingselections in unrehearsed and rehearsedindividual and group modalities.OL3: Use appropriate verbal and nonverbal turn-taking, turn-giving, andtopic control strategies whileparticipating in dialogues andinterviews.OL4: Use appropriate verbal andnon-verbal turn-taking, turn-giving,and topic control strategies whileparticipating in panel discussions.OL1a: Use appropriate volume and enunciationthat meet the needs of an oral communicationsituation.OL2a: Narrate specific personal experiences relatedto the ideas presented in a selection.OL3a: Express needs, opinions, feelings, andattitudes in explicit but polite ways.OL3a: Express needs, opinions, feelings, andattitudes in explicit but polite ways.OL2b: Compare and contrast ideas presented in aselection or a set of related selections.OL3b: Use appropriate turn-taking cues at thelevel of words, phrases, clauses, and sentences.OL3b: Use appropriate turn-taking cues at thelevel of words, phrases, clauses, andsentences.OL2c: Give meaningful comments and insightfulobservations based on ideas presented in aselection.OL3c: Vary the organization of interaction usingthe three-ordered options: current speakerselects next speaker; next speaker self-selectsas next; or current speaker continues.OL1b: Observe correct pronunciation of criticalvowel and consonant sounds.OL:Oral Language and FluencyOL1c: Observe the right syllable stress pattern inthree categories: two-syllable word stress,compound noun stress, and words with stressderived from suffixes.OL1d: Observe the right sentence stress usingthe Rhythm Rule guidelines for both stressed andunstressed words.OL1e: Distinguish between and among the risingfalling intonation, rising intonation, and non-finalintonation patterns.OL1f: Observe the right phrasing and pacingwhen reading texts or passages aloud orparticipating in conversations.OL1g: Observe the right oral languageconventions when inquiring about, summarizing,or reacting to what has been listened to/read orobserved.OL2d: Express agreement or disagreement withideas presented in a selection.OL2e: Talk about why and how people reactdifferently to a text listened to, read, or viewedbased on one’s background knowledge, purpose,and point of view.OL2f: State the effect of a text listened to, read, orviewed to one’s value system.OL2d: Use appropriate verbal and non-verbalturn-giving cues.OL3e: Use appropriate topic control strategies toexpand one’s responses, to emphasize a point,and to evade possible misinterpretations.OL3f: Use a variety of ways to strike aconversation, introduce a topic, and terminate aconversation.OL2g: Present points of view and opinionsconcerning the message of a selection in creativeoral means.OL3g: Ask and answer different types ofquestions in a dialogue or interview.OL2h: Provide suggestions in addressingcontroversial, problematic, or debatable ideas,issues, or concerns in a selection.OL3h: Use a variety of expressions to affirm, tonegate, to see further clarification, and tosummarize points in a dialogue or interview.FOURTH QUARTEROL3c: Vary the organization of interactionusing the three-ordered options: currentspeaker selects next speaker; next speakerself-selects as next; or current speakercontinues.OL2d: Use appropriate verbal and non-verbalturn-giving cues.OL3e: Use appropriate topic control strategiesto expand one’s responses, to emphasize apoint, and to evade possiblemisinterpretations.OL3f: Use a variety of ways to begin a paneldiscussion, introduce the discussion topic,summarize the discussion, and terminate thediscussion.OL3g: Ask and answer different types ofquestions in a panel discussion.OL3h: Use a variety of expressions to affirm,to negate, to see further clarification, and tosummarize points in a panel liver an unrehearsed oral reading of a reading passage or facilitate an unrehearsed interview or panel discussion.Formulate and carry out spontaneously a list of interview questions, small group discussion guide, or panel discussion guide.Participate in structured small group or whole-class discussions, interviews, or panel discussions using written notes.Grade 7 English Group, DepEd K-12 Learning Area Team for Languages and Multi-literacies2
CONTENT STANDARDVD:Vocabulary DevelopmentTHIRD QUARTERFOURTH QUARTERVD1: Establish semantic relationshipsof words as well as familiar, colloquial,and idiomatic expressions.FIRST QUARTERVD2: Establish semantic relationships ofwords including figurative and academiclanguage.SECOND QUARTERVD3: Identify collocations and arrangewords or expressions in categories andclusters.VD4: Analyze analogies and arrangewords or expressions in clines.VD1a: Determine words or expressions in aselection that are similar or opposite.VD2a: Distinguish between literal and figurativeexpressions.VD3a: Identify collocations used in a selection.VD4a: Determine the relationship of words orexpressions arranged in analogies.VD1b: Determine words or expressions in aselection that have causal or associative relations.VD2b: Identify figures of speech that showcomparison (simile, metaphor, and analogy).VD1c: Determine words or expressions in aselection that have time (temporal) or place(locative) relations.VD2c: Identify figures of speech that show contrast(irony, oxymoron, and paradox).VD1d: Distinguish between familiar and colloquialexpressions commonly used in casual or informalconversations.VD1e: Distinguish between colloquial languageand slang.VD1f: Use appropriate idiomatic expressions in avariety of basic interpersonal communicativesituations.VD2d: Identify figures of speech that showemphasis (hyperbole and litotes).VD2e: Differentiate figurative language fromacademic language.VD2f: Explain the three functions of academiclanguage: to describe complexity, to describe higherorder thinking, and to describe abstraction.VD1g: Select an appropriate familiar, colloquial,or idiomatic word or expression as a substitute foranother word or expression.VD3b: Identify the common forms ofcollocations: (a) adverb adjective, (b) adjective noun, (c) noun noun, (d) noun verb, (e)verb noun), (f) verb expression withpreposition, and (g) verb adverb.VD4b: Supply other words or expressions thatcomplete an analogous series of words orexpressions.VD3c: Explain why collocations are useful inmaking the meaning of expressions clearer.VD4c: Identify words or expressions that havemultiple meanings (homonymous orpolysemous words or expressions).VD3d: Determine words or expressions in aselection with genus-species (hyponymous)relations.VD4d: Identify words or expressions used in aselection that show varying shades ofmeaning (gradients).VD3e: Determine words or expressions withpart-whole (partitive) relations.VD4e: Identify common categories of clinesthat are useful in learning vocabulary inspecific fields.VD3f: Devise categories and sub-categories tocluster ideas.VD3g: Use a variety of semantic organizers toshow categorization and clustering of words orexpressions.VD4f: Create or expand word clines.VD4g: Explain how analogies and clinesenrich one’s vocabulary.VD1h: Explain why familiar, colloquial, andidiomatic expressions are used more often in ationCreate three versions of a written or spoken passage showing shifts in purpose, level of formality, and vocabulary load.Convert a written or spoken passage into a version that shows shift in purpose, level of formality, and vocabulary load.Provide a word or expression that is a more appropriate substitute for another given the purpose and level of formality.Grade 7 English Group, DepEd K-12 Learning Area Team for Languages and Multi-literacies3
CONTENT STANDARDRC:Reading ComprehensionPERFORMANCESTANDARDSFIRST QUARTERSECOND QUARTERTHIRD QUARTERFOURTH QUARTERRC1: Engage in becoming familiar with,appreciative of, and critical towards thebackgrounds, features, and sampletranslated texts of Philippine folkliterature and other parallel selections.RC2: Engage in becoming familiar with,appreciative of, and critical towards thebackgrounds, features, and sample textsof Philippine literature in English duringthe Apprenticeship Period and otherparallel selections.RC3: Engage in becoming familiarwith, appreciative of, and criticaltowards the backgrounds, features,and sample texts of Philippineliterature in English during theEmergence Period and other parallelselections.RC4: Engage in becoming familiarwith, appreciative of, and criticaltowards the backgrounds, features,and sample texts of Philippineliterature in English during theModern Period and other parallelselections.RC1a: Use predictive and anticipatorydevices/tasks to activate prior knowledge aboutthe topic of reading/viewing selection.RC2a: Use predictive and anticipatory devices/tasksto activate prior knowledge about the topic ofreading/viewing selection.RC3a: Use predictive and anticipatorydevices/tasks to activate prior knowledge aboutthe topic of reading/viewing selection.RC4a: Use predictive and anticipatorydevices/tasks to activate prior knowledgeabout the topic of reading/viewing selection.RC1b: Use information presented in a reading orviewing selection to infer, to evaluate, and toexpress critical ideas.RC2b: Use information presented in a reading orviewing selection to infer, to evaluate, and toexpress critical ideas.RC3b: Use information presented in a reading orviewing selection to infer, to evaluate, and toexpress critical ideas.RC4b: Use information presented in a readingor viewing selection to infer, to evaluate, andto express critical ideas.RC1c: Determine the relevance and unity of theelements of a literary text vis-à-vis its intendedpurpose and production milieu.RC2c: Determine the relevance and unity of theelements of a literary text vis-à-vis its intendedpurpose and production milieu.RC3c: Determine the relevance and unity of theelements of a literary text vis-à-vis its intendedpurpose and production milieu.RC4c: Determine the relevance and unity ofthe elements of a literary text vis-à-vis itsintended purpose and production milieu.RC1d: Determine the validity and unity of thedetails of a parallel informative text vis-à-vis itsintended purpose and production milieu.RC2d: Determine the validity and unity of the detailsof a parallel informative text vis-à-vis its intendedpurpose and production milieu.RC3d: Determine the validity and unity of thedetails of a parallel informative text vis-à-vis itsintended purpose and production milieu.RC4d: Determine the validity and unity of thedetails of a parallel informative text vis-à-visits intended purpose and production milieu.RC1e: Respond to ideas, issues, and concernspresented in a reading or viewing selection increative forms.RC2e: Respond to ideas, issues, and concernspresented in a reading or viewing selection increative forms.RC3e: Respond to ideas, issues, and concernspresented in a reading or viewing selection increative forms.RC4e: Respond to ideas, issues, andconcerns presented in a reading or viewingselection in creative nalPSLCLLow/FrustrationCompile a series of four texts representing the development periods of Philippine literature and relate each to an informative text todiscuss in a personally preferred format a chosen theme expressive of a social issue or concern.Compare and contrast a series of four texts representing the development periods of Philippine literature to discuss in a personallypreferred format a chosen theme expressive of a social issue or concern.Compare and contrast a pair of texts consisting of a representative text of development period of Philippine literature and a parallelinformative text to discuss in a personally preferred format a chosen theme expressive of a social issue or concern.Grade 7 English Group, DepEd K-12 Learning Area Team for Languages and Multi-literacies4
CONTENT STANDARDWC:Writing and CompositionFIRST QUARTERSECOND QUARTERTHIRD QUARTERWC2: Compose short personal narrativetexts using appropriate literary andcohesive devices.WC3: Organize information into shortwritten discourse using appropriateliterary and cohesive devices.WC4: Use persuasive devices toexpress opinion and to constructbasic mass communicationmaterials.WC1a: Identify the exclusive features andproperties of oral language.WC2a: Identify features of narrative writing.WC3a: Identify features and basic types of shortwritten personal essays.WC4a: Formulate a statement of opinion orassertion.WC1b: Identify the exclusive features andproperties of written language.WC2b: Distinguish between and among a journalentry, an anecdote, a travelogue, a personal letter,and a blog entry.WC1c: Distinguish the features of literary andacademic writing.WC3b: Distinguish between and among acapsule biography, biographical sketch, andfeature article.WC4b: Distinguish between and among thethree categories of persuasive strategies:pathos, logos, and ethos.WC2c: Compose a series of journal entries.WC3c: Organize information gathered fromprimary and secondary sources using a graphicorganizer.WC4c: Identify elements and features of print,radio, and TV ads and campaigns.WC1d: Enumerate the common purposes forwriting.WC1e: Recognize the parts of a simple paragraphbased on writing purpose.WC1f: Follow steps in crafting a simple paragraphof five to seven sentences.WC1g: Retell a chosen myth or legend in a seriesof three five-to-seven-sentence paragraphs.WC1h: Revise a series of simple paragraphs interms of content, style, and mechanicscollaboratively and independently.WC2d: Compose an anecdote based on asignificant personal experience.WD2e: Compose a travelogue.WD2f: Compose a personal letter to a friend,relative, and other people.WC2g: Compose and upload a blog entry based ona particular personal topic of interest.WC2h: Revise a piece of narrative writing in terms ofcontent, style, and mechanics collaboratively andindependently.WC3d: Organize information gathered fromprimary and secondary sources using a simpletopic outline.WC3e: Compose a capsule biography of aperson interviewed.WC3f: Compose a biographical sketch of aninterviewed person whose backgrounds werealso researched.WC3g: Compose a feature article based on apersonally selected topic.WC3h: Revise a piece of short personal writingin terms of content, style, and mechanicscollaboratively and independently.PERFORMANCESTANDARDSFOURTH QUARTERWC1: Distinguish between oral andwritten modes of language use withemphasis on their exclusive featuresand InstructionalLow/FrustrationWC4d: Use basic persuasion techniques tocreate a print ad and campaign: association,bandwagon, testimonials, fear, humor, bribery,intensity, and repetition.WC4e: Use intermediate persuasiontechniques to create a radio ad and campaignscript: glittering generalities, name-calling,flattery, scientific evidence, rhetoricalquestions, simple solution, and slippery slope.WC4f: Use advanced persuasion techniquesto compose a TV ad script and to produce itscorresponding commercial: analogy, cardstacking, red herring or diversion, majoritybelief, and timing.WC4g: Revise the written components of apersuasive material in terms of content, style,and mechanics collaboratively andindependently.Create a set of advocacy campaign materials consisting of a variety of short narrative and basic mass communication materials.Compose a simple narrative text or a basic mass communication material revolving on a particular personal advocacy.Create a paragraph or a series of paragraphs using a model.Grade 7 English Group, DepEd K-12 Learning Area Team for Languages and Multi-literacies5
CONTENT STANDARDGS:Grammar Awarenessand StructureFIRST QUARTERSECOND QUAR
Grade 7 English Group, DepEd K-12 Learning Area Team for Languages and Multi-literacies 2 CONTENT STANDARD FIRST QUARTER SECOND QUARTER THIRD QUARTER FOURTH QUARTER OL OL: Oral Language and Fluency OL1: Use the right stress, intonation, phrasing, and pacing when reading short written pa
Bruksanvisning för bilstereo . Bruksanvisning for bilstereo . Instrukcja obsługi samochodowego odtwarzacza stereo . Operating Instructions for Car Stereo . 610-104 . SV . Bruksanvisning i original
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