Republic of the Philippines

Department of Education
Region Xll
IXVISPI{ OF SULTAH XUDARAT

'ffi1 Kenram, lsulan, Sulhn l(udarat

Tel/Fa;< No. 064471-tAO7 t Email: @edskrl2@-deod.oav.oh

LEARNING T{EED6 ASSESSiIIENT FOR GRADE 7 EilGLISH TEACHERS

Position -Gender: Age:_Grade

Level Taught: Years in Teaching English C,ontact No:
Educational AttainmenUMajor/Minor; Coordinatorship:
District: District Head: Contact No:
School: Schoot l-lead: Contact No:
Recent Training Related to English: Month/DaytYear:

Geneml Elirection: This questionnaire is deigned to assese the leaming reeds of te*hers on knowledge of the conteni. Please answer the question
c
carefully and honestly so that tlE information prwided uiil refed yurr sitJation as acculately pmsiHe. Mar* rrih I in the applopriate box.

TEACHER'S KHOWLEDGE OF THE COilIEI{T

Are you knowledgeable to teach the following topic:

Determine how stress, pilch, intonation, phrasing, pacing, and

cues serue as carriers of meaning that may aid or interfere in the

Use the right stress, intonation, phrasing, and pacing when reading short

Establish semantic relationship of words as well as

Engage in becoming familiar with, appreciative of, and critical

the backgrounds, features, and sample translated texts of Philippine folk

Di$tinguish between oral and written

and the level of difficulty of short nanative texts

human experiences and ideas based on literary or

expository reading, listening, or viewing selections in unrehearsed and
rehearsed individual and group modalities.

semantic relationships of words including figurative and

appreciative of, and critical towards the

backgrounds, features, and sample texts of Philippine literature in
the Apprenticeship Period and other

Compose short personal nanative texts using appropriate literary and

active listening strategies based on purpose, familiarity with the

and the level of di{ficultv of

Use appropriate verbal and nonverbal tum{aking,

control strategies while participating in dialogues and interviews.
D. Reading Comprehension
Engage in becoming familiar with, appreciative oi and critical towards
the backgrounds, features, and sample te*s of Pi*lippirie literature in
Enqlish durinq the Emerqence Period and other parallel seleclions.
E. l,Yriting and Compo.sition
Organize information into short written discourse using appropriate
literarv and cohesive devices.
F. Grammar Awareness and Structure
Forrnulate meaninofirl and qrammalicallv coned $peech fonns.
G. Study Strategies
Select appropriate primary and secondary information sources related to
a particular topic.
FOURTH QUARTER
A. Listening Comprehension
Listen to appreciate communication roles, expectations, and intentions in
specific communicative contexts or situations.
B, Oral Language and Fluency
Use appropriate verbal and non-verbal tum-taking, lurn-giving, and topic
control strateqies while participating in panel discussions.
c. Vocabulary Development
Analvze analoqies and affange words or expressions in clines.
D. Reading Comprehension
Engage in becoming familiar with, appreciative ol and critical towards
the backgrounds, features, and sample texts of Philippine literature in
Enqlish durinq the Modem Period and other parallel selections.
E. Writing and Composition
Use persuasive devices to express opinion aftd to constnrct basic mass
communication materials.
F, Grammar Awareness and Structure
Use simplified and qrammatically correct expressions.
G, Study Strategies
Support an assertion, validate assumptions, and draw conclusions using
p,'imary and secondary sources.