POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

COLLEGE OF EDUCATION
DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION

This Term paper aims to answer the following questions:

1. What are the components (language micro and macro skills) of the present K-12
English Curriculum (grade 7-12) as compared to RBEC (1st-4th year)?
2. What are the globally recognized language micro and macro skills most especially in
the ESL and EFL context? Explain if this can be observed in the present curriculum.
3. What are the goals of language teaching and learning as determined by literature and
3 other curriculum? Explain if these are manifested in the present curriculum framework.
4. If your answer in #3 is yes, how can this be improved? If your answer is no, how can
this be develop?

1. What are the components (language micro and macro skills) of the present k12
English curriculum (grade 7-12) as compared to RBEC (1st-4th year)?
The K to 12 Program covers Kindergarten and its 12 years of basic education (six
years of primary education, four years of Junior High School, and two years of Senior
High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop
lifelong learners, and prepare graduates for tertiary education, middle-level skills
development, employment, and entrepreneurship. (http://www.gov.ph/k-12/ ). On the
other hand, the RBEC (Revised Basic Education Curriculum) covers Kindergarten and
its 10 years of basic education (six years of primary education , and four years of high
school). RBEC was then emphasized the rubrics of the performance of the students as
a basis of a grading system that enables them to be more competent and learning how
to learn even when they are left by themselves. (Dr. Fe Hidalgo, education
undersecretary for programs.)
The components of K-12 and RBEC are very far from each other. K-12 students are
equipped with the 21st century skills such as the information like media and technology
skills, learning and innovation skills, effective communication skills, and lastly life and
career skills. (DepEd K-12 Basic Education Program). RBEC on the other hand aims for
functional literacy which includes linguistic fluency, mathematical intelligences and
scientific numerical competence. (Geraldine Reyes and Aicel A. Alcaide)

2. What are the globally recognized language micro and macro skills most
especially in the ESL AND EFL context? Explain if this can be observed in the
present curriculum.
The globally recognize language micro and macro skills according to Leslee
Beboso MicroSkills and MacroSkills of 4 Language Skills are as follows:
A. LISTENING
Listening (Microskills)

Discriminate among the distinctive sounds of English. Retain chunks of language

of different lengths in short term memory.

Recognize English stress patterns, words in stressed and unstressed positions,

rhythmic structures, intonation concourse, and their roles in signaling information.

Recognize reduced forms of words.
Distinguish word boundaries, recognize a core of words, and interpret word order

patterns and their significance. Process speech at different rate of delivery.

Process speech containing pauses, errors, corrections, and other performance
variables.

Recognize grammatical word classes (nouns, verb etc.) systems (e.g. tense,

agreement, pluralization), patterns, rules, and elliptical forms

Detect sentence constituents and distinguish between major and minor

constituents.
Recognize that a particular meaning may be expressed in different grammatical

forms.
Recognize cohesive devices in spoken discourse.

Listening (Macroskillls)

Recognize the communicative functions of utterance according to situations,

participants, goals.
Infer situations, participants, goals using real-word knowledge.
From events, ideas, and so on, describes, predict outcomes, infer links and
connections between events, deduce causes and effects, and detect such
relations as main idea, supporting idea, new information, given information,

generalization, and exemplification.

Distinguish between literal and implied meanings. Use facial, kinetic, body

language, and other nonverbal clues to decipher meanings.

Develop and use a battery of listening strategies, such as detecting key words,
guessing the meaning of words from context, appealing for help, and signaling
comprehension or lack thereof.

B. SPEAKING
Speaking (Microskills)

Produce differences among English phonemes and allophonic variants.

Produce chunks of language of different lengths.
Produce English stress patterns, words in stressed and unstressed positions,
rhythmic structure, and intonation contours. Produce reduced forms of words and

phrases.
Use an adequate number of lexical units (words) to accomplish pragmatic

purposes.
Produce fluent speech at different rates of delivery. Monitor ones own oral
production and use various strategic devices pauses, fillers, self-corrections,

backtracking to enhance the clarity of the message.

Use grammatical word classes (nouns, verbs etc.) systems (tense, agreement,

and pluralization), word order, patterns, rules, and elliptical forms.

Produce speech in natural constituents: in appropriate phrases, pause groups,

breathe groups, and sentence constituents.

Express a particular meaning in different grammatical forms. Use cohesive
devices in spoken discourse.

Speaking (Macroskills)

Appropriately accomplish communicative functions according to situations,

participants, and goals.

Use appropriate styles, registers, implicate, redundancies, pragmatic

conventions, conversation rules, floor keeping and yielding, interrupting, and

other sociolinguistic features in face-to-face conversations.

Convey links and connections between events and communicate such relations
as focal and peripheral ideas, events and feeling, new information and given

information, generalization and exemplification.

Convey facial features, kinesics, body language, and other nonverbal cues along

with verbal language.

Develop and use a battery of speaking strategies, such as emphasizing key
words, rephrasing, providing a context for interpreting the meaning of words,
appealing for help, and accurately assessing how well your interlocutor is
understanding you.

C. READING
Reading (Microskills)

Discriminate among distinctive graphemes and orthographic patterns of English.

Retain chunks of language of different lengths in short term memory.
Process writing at an efficient rate of speed to suit the purpose.
Recognize a core of words, and interpret word order patterns and their

significance.
Recognize grammatical word classes (nouns, verb etc.) systems (e.g. tense,

agreement, and pluralization), patterns, rules, and elliptical forms.

Recognize that a particular meaning may be expressed in different grammatical

forms.
Recognize cohesive devices in written discourse and their role in signaling the

relationship between and among clauses

Recognize grammatical word classes (nouns, verb etc.) systems (e.g. tense,
agreement, and pluralization), patterns, rules, and elliptical forms.

Reading (Macroskills)

Recognize the rhetorical forms of written discourse and their significance for

interpretation.
Recognize the communicative functions of written texts, according to form and

purpose
.Infer context that is not explicit by using background knowledge. From described

events, ideas, etc.

Infer links and connections between events, deduce causes and effects, and
detect such relations as main idea, supporting idea, new information, given

information, generalization, and exemplification

Distinguish between literal and implied meanings.
Detect culturally specific references and interpret them in a context of the
appropriate cultural schemata.

Develop and use a battery of reading strategies such as scanning and skimming,
detecting discourse markers, guessing the meaning of words from context, and
activating schemata for the interpretation of texts.

D. WRITING
Writing (Microskills)

Produce graphemes and orthographic patterns of English.

Produce writing at an efficient rate of speed to suit the purpose
Produce an acceptable core of words and use appropriate word order patterns.
Use acceptable grammatical systems (e.g. tense, agreement, and pluralization),

patterns and rules. Express a particular meaning in different grammatical forms.

Use cohesive devices in written discourse.

Writing (Macroskills)

Use the rhetorical forms and conventions of written discourse.

Appropriately accomplish the communicative functions of written texts according

to form and purpose.

Convey links and connections between events, and communicate such relations
as main idea, supporting idea, new information, given information, generalization,

and exemplification.
Correctly convey culturally specific references in the context of the written text.
Develop and use a battery of writing strategies, such as accurately assessing the
audiences interpretation, using pre-writing devices, writing with fluency
in the first draft, using paraphrases and synonyms, soliciting peer and instructor
feedback, and using feedback for revising and editing.

This micro and macro skills of different language skills are predominantly can be
observed in our present curriculum especially ESL and EFL contexts. In our own
opinion, by the skills given and the definition of our present curriculum, the skills can be
observed in ESL context in a way that the teachers may use different strategies such as
the PowerPoint presentation or some referential materials for their students to
understand the language skills. On the other hand in EFL, it can be observed in our
present curriculum in a way that it could be like having a teacher-student interaction or
lets say a tutorial session wherein the teacher focusses on his/her students
performance on how to cope up with the different language skills.

3. What are the goals of language teaching and learning as determined by

literature and 3 other curriculum? Explain if these are manifested in the present
curriculum framework.
The goals of language teaching and learning as determined by the BASIC
EDUCATION CURRICULUM are as follows:
The Objectives of Elementary Education

Provide the knowledge and develop the skills and attitudes and values
essential for personal development, a productive life, and constructive

engagement with a changing social milieu

Provide learning experiences that increases the childs awareness of and

responsiveness to the just demands of society

Promote and intensify awareness of identification with and love for our

nation and the community to which the learner belongs

Promote experiences that develop the learners orientation to the world or
work and prepare the learners to engage in honest and gainful work.

The Objectives of Secondary Education

Continue the general education started in elementary

Prepare the learners for college
Prepare for the world of work

The Objectives of Non Formal Education

Eradicate illiteracy and raise the level of functional literacy of the

population
Provide an alternative means of learning and certification for out-of-school

youth and adults

Develop among the learners the proper values, attitudes, and knowledge
to enable them to think critically and act creatively for personal, community
and national development

The goals of language teaching and learning as determined by the REVISED

BASIC EDUCATION CURRICULUM are as follows:

Every learner to be functionally literate shall be equipped with lifelong

skills, the appreciation of the arts and sports and imbued with the
desirable values of a person who is Makabayan, Makatao, Makakalikasan

and Makabansa
Provide quality basic education the is equitably accessible to all
Lay the foundation for life-long learning and service for the common goals

The goals of language teaching and learning as determined by the

MASSACHUSETTS FOREIGN LANGUAGES CURRICULUM are as follows:

All students should become proficient in at least one language in addition

to English by the time they graduate in high school.

Integrate the study of language with the study of culture, which includes
daily life, history, literature, visual and performing arts, mathematics, and

science.
Provides guidance to teachers, administrators, and parents as they

collaborate to design effect.

Develop insight into gauge through comparison of the language studied
with their own.

The goals of language teaching and learning as determined by the K-12

CURRICULUM are as follows:

Strengthening Early Childhood Education (Universal Kindergarten)

Making the Curriculum Relevant to Learners (Contextualization and

Enhancement)
Ensuring Integrated and Seamless Learning (Spiral Progression)
Building Proficiency through Language (Mother Tongue-Based Multilingual

Education)
Gearing Up for the Future (Senior High School)
Nurturing the Holistically Developed Filipino (College and Livelihood

Readiness, let Century Skills)

Learners need to have a smooth transition to the content-based curriculum of
Grades 1 to 12.

The goals of the BEC, RBEC and the MASSACHUSETTES FOREIGN

LANGUAGE CURRICULUM in teaching and learning as determined by literature can
be manifested with the present curriculum which is the K-12 CURRICULUM in such
a way that it all falls for one over all objectives, and that is to boost the students
capabilities and talents to its maximum level. Through the guide of teachers and the
proper usage of the good learning environment, the students are therefore will gain
knowledge that he/she can use in his/her everyday living along with the values and
morals acquired. Though our present curriculum which is the K-12 Curriculum
envisions a fantastic outcome for every student under this, still it needs to go under
enough time of polishing as well as everything involved in the curriculum. It would be
a well-established curriculum if everything were ready, not just the curriculum itself,
but also the schools, teachers, students and all the persona who are greatly involved
in the curriculum before it will be implemented. If so, students will be the said
outcome of the objectives and the goals of the K12 Curriculum.

4. If your answer in #3 is yes, how can this be improved? If your answer is no,
how can this be develop?
As what we have said in no.3, those 3 curriculum are manifested with the present
curriculum which is the K-12 Curriculum meaning the said curriculum which is the K-12
can be improved by means of

SOURCES:
Alcaide, A., & Reyes, G. Revised Basic Education Curriculum (RBEC). Retrieved
August 19, 2015 from http://www.slideshare.net/gingjandi/revised-basic-educationcurriculum-rbec?next_slideshow=1
Beboso, Leslee. Microskills and Macroskills of 4 Language Skills. Retrieved August
18, 2015 from
http://www.academia.edu/6238260/MICROSKILLS_AND_MACROSKILLS_OF_4_L
ANGUAGE_SKILLS
Brown, H. (2001). Teaching by principles: An interactive approach to language
pedagogy (2nd ed.). Retrieved august 18,2015 from
https://pedufopenglish.files.wordpress.com/2014/06/teaching-by-principles-douglasbrown.pdf
Longcope, Peter. Differences between the EFL and the ESL Language Learning
Contexts. Retrieved August 19, 2015 from https://www.lang.nagoyau.ac.jp/proj/genbunronshu/30-2/longcope.pdf
DepEd. (n.d.). The K to 12 basic education program (The Official Gazette of the
Republic of the Philippines). Retrieved August 19, 2015 from http://www.gov.ph/k-12/
DepEd. (n.d.). The revised basic educational curriculum.
DepEd. (n.d.). (2010). 2010 Secondary Education Curriculum (Curriculum Guide in
English). Retrieved August 19, 2015 from
http://www.ibe.unesco.org/curricula/philippines/ph_sc_eng_2010_eng.pdf
The Commonwealth of Massachusetts Department of Education. (1999).
Massachusetts Foreign Languages Curriculum Framework . Retrieved August 19,
2015 from http://www.doe.mass.edu/frameworks/foreign/1999.pdf