LINGIG NATIONAL HIGH SCHOLL

Grade 8- ENGLISH
Budget of Work ( BOW)
SY 2015-2016

DOMAINS & COMPETENCIES

READING GRAMMAR
Timeline/ LISTENING ORAL LANGUAGE VOCABULARY WRITING &
WEEK COMPREHENSI LITERATURE AWARENESS &
COMPREHENSION & FLUENCY DEVELOPMENT COMPOSITION
ON STRUCTURE
1ST QUARTER
prosodic features: *                       
stress, intonation *Use appropriate *            Develop *      Adjust Discover
and pauses serving registers to suit the strategies for reading speed literature as a
(Week 1-3) as carriers of intended audience, coping with based on one’smeans of *   Accomplish *Use appropriate
June 1-19, meaning that may and variation in unknown words purpose for understanding forms and prepare coordinator and
'15 aid or interfere in intonation and and ambiguous reading and the
the human being notices subordinator
the delivery of the stress for emphasis sentence structures type of materials
and the forces
message in stories and contrast and discourse read he/she to
emphasizes
and informativeas contend with
*   Discover
signaled by
through
contrastive
literature the
sentence stress *  Express feelings *  Write notices
*  Differentiate * Use different symbiotic
determine how and attitudes by (e.g. posters, * Classify
(Week 4-6) between shades of reading styles to relationship
June 23- July stress, intonation, utilizing contrastive
meaning by suit the text and between man
slogans, sentences
11, '15 phrasing, pacing, stress and advertisements according to
arranging words in one’s purpose and his
tone and non- variations of tone that relate to functions
a cline for reading environment and
verbal cues serve and tempo social events
·*  Listen toofpoints the need of the
as carriers
the speaker former to protect
meaning that may
emphasizes as in the latter
aid or interfere
signaled by *   Arrive at the
*Discover
contrastive meaning of
*    Read closely through
sentence stress structurally
* Use stress, to select literature the
determine how complex and * Classify
(Week 7-9) intonation, and appropriate links between
July 13- Aug. stress, intonation, juncture to signal
ambiguous
details from a one’s life and
* Write an sentences
1,'15 phrasing, pacing, sentences by informative article according to
changes in selection for the lives of
tone and non- deleting structure
meaning specific people
verbal cues serve expansions to
purposes throughout the
as carriers of come up with
world
meaning that may kernel sentences
aid or interfere in
the message of the
text listened to Prepared by:

REY S. VISTAL
Teacher-I
 LINGIG NATIONAL HIGH SCHOLL

Grade 8- ENGLISH

Budget of Work ( BOW)

SY 2015-2016

DOMAINS & COMPETENCIES

2ND QUARTER
READING GRAMMAR
Timeline/ LISTENING ORAL LANGUAGE VOCABULARY *  Evaluate WRITING &
WEEK COMPREHENSI LITERATURE AWARENESS &
COMPREHENSION & FLUENCY DEVELOPMENT content, *      Show COMPOSITION
*   Employ ON STRUCTURE
*    Ask for and give Define words from elements, understanding
appropriate
information, and context and features, and and appreciation
listening skills
express needs, through word properties of a for the different *      Use non-
when listening to * Use appropriate
(Week 1-3) opinions, feelings, analysis (prefix, reading or genres with linear texts and
Aug. 17- descriptive and and attitudes roots, suffixes viewing emphasis on outlines to show
idioms,
Sept. 4, '15 long narrative texts explicitly and selection using a types relationships
collocations, and
(making fixed expression
implicitly in an set of criteria contributed by between ideas
predictions, noting
informative talk developed in Asian countries
dramatic effect of
*  Formulate consultation (i.e. Haiku,
sudden twist)
responses to (with peers and Tanka, etc.)
questions noting *   
the Explain
teacher) *   Transcode * Formulates
*  Employ * Use collocations
(Week 4-6) the types of illustrations from *  Point out the information from correct complex
Sept. 7- 25, projective listening of difficult words as
questions raised linear to non- elements of linear to non- and compound-
2015 strategies with aids in unlocking
(yes-no, wh- linear texts and short story linear texts and complex
longer stories vocabulary
questions, vice versa vice versa sentences
alternative, modals,
embedded)
* Arrive at the * Point out how
meaning of the choice of * Formulates
*  Listen for clues * Highlight
structurally title, space meaningful
to determine *  Use stress, important points
complex and allotment, expanded
(Week 7-9) pictorial intonation, and in an informative * Use outlines to
Sept. 28- representations of juncture to signal ambiguous imagery, choice sentence
talk using multi- sum up ideas
Oct. 9, '15 what is talked sentences by of words, (following
changes in media resources taken from texts
deleting figurative balance,
about in a listening meaning
expansions to language, etc. parallelism, and
text
come up with contribute to the modification)
kernel sentences theme

Prepared by:

REY S. VISTAL
Teacher-I
 LINGIG NATIONAL HIGH SCHOLL
Grade 8- ENGLISH
Budget of Work ( BOW)
SY 2015-2016

DOMAINS & COMPETENCIES

3RD QUARTER
READING GRAMMAR
Timeline/ LISTENING ORAL LANGUAGE VOCABULARY WRITING
* Use specific&
WEEK COMPREHENSI LITERATURE AWARENESS &
COMPREHENSION & FLUENCY DEVELOPMENT *       Discover COMPOSITION
cohesive and
ON STRUCTURE
Philippine and literary devices to
*      Use
*      Determine the Afro Asian construct
appropriate turn- *    Develop
persons being *          Utilize literature as a integrative
taking strategies strategies for
addressed in an varied reading means of literary and
(Week 1-3) (topic nomination, coping with *  Use varied
Nov. 3-20, informative talk, topic development, unknown words
strategies to expanding expository
adjective
2015 the objective/s of process experiences and reviews, critiques,
topic shift, turn- and ambiguous complementation
the speaker and information in a outlook and research reports,
getting, etc.) in sentence structures
his/her attitude on text enhancing and scripts for
extended and discourse
the issues worthwhile broadcast
conversations *   Recognize the universal human communication
*  Assess the
propaganda values
Asian identity as texts, including
strategies used screenplays
*    Note clues and *    Interview * Use collocations presented in * Use other
(Week 4-5) in * Produce
Nov. 23- links to show the persons to get of difficult words as
advertisements
Asian literature
different poetrical
appropriate
Dec. 4, '15 speaker’s stand opinions about aids in unlocking
and consider
and oneself in
compositions
devices for
and assumptions certain issues vocabulary the light of what emphasis
these in
* Arrive at the makes one an
formulating *Asian
Identify oneself
meaning of hypotheses
*  Use with other
structurally
*   Listen to get the communication people through
complex and
different sides of strategies (e.g. literature taking * Formulate
(Week 6-8) ambiguous *  Distinguish * Do self and peer
Dec. 8, '14- social, moral, and paraphrase,
sentences by between facts
note of cultural
editing using a
correct
Jan. 9, 2015 economic issues translations, and
separating kernel from opinions
differences so as
set of criteria
conditional
affecting a circumlocution) to to get to the sentences
sentences from
community repair breakdown in heart of
modification
communication problems arising
structures and
from them
expansions.

Prepared by:

REY S. VISTAL
Teacher-I
 LINGIG NATIONAL HIGH SCHOLL
Grade 8- ENGLISH
Budget of Work ( BOW)
SY 2015-2016

DOMAINS & COMPETENCIES

4th QUARTER
READING GRAMMAR
Timeline/ LISTENING ORAL LANGUAGE VOCABULARY * Utilize WRITING &
WEEK COMPREHENSI LITERATURE AWARENESS &
COMPREHENSION & FLUENCY DEVELOPMENT knowledge of COMPOSITION
ON
the differences STRUCTURE
* Organize one’s
among text
thoughts and
types
*  Develop adopt the
* Process speech (instructional,
* Arrive at a strategies for *   Point out the appropriate
delivered at explanatory,
(Week 1-3) consensus on coping with role of literature writing style in * Construct
Jan. 25- Feb. different rates by community issues unknown words
recount,
in enabling one letters, resumes, emphatic
12, 2016 making inferences by assessing and ambiguous
persuasive,
to grow in critiques, etc. sentences
from what was informational
statements made sentence structures personhood using appropriate
listened to and literary) as
and discourse styles (formal and
an aid in
formal)and
processing *   Employ
audience in mind
information in interactional
the selection functions of
read or viewed language in * Formulate
* Agree/Disagree
* Discriminate different genres meaningful
with statements, *   Define words *   Locate and
* Use syntactic and between what is and modes of expanded
(Week 4-5) observations and from context and synthesize
Feb. 15- Feb. lexical clues to responses made through word essential
worthwhile and writing (pen-pal sentences
26, 2016 supply items not when issues analysis (prefix, information
what is not letters, letters of following
listened to through invitation, a “yes” balance,
affecting the roots, suffixes) found in any text
literature and “no” letters, parallelism, and
community
book reviews, modification
* Arrive at the interview write-
* Distinguish as
* Infer the meaning of ups, journal
positive
function/s of structurally entries, etc.)
*  Express values ,Humility, *   Write
utterances and complex and
appreciation for * Distinguish the sourcefulness, reflections on * Formulate
(Week 6-7) respond ambiguous
March 1-14, texts orally accordingly taking sentences by
statement of self-reliance and learning appropriate
2016 interpreted noting facts from the ability to experiences in parenthetical
into account the separating kernel
harmony, unison, beliefs. look into oneself, diary and journal expressions
context of the sentences from
and rhythm. and accept one’s entries
situation and the modification
strengths and
tone used structures and
weaknessess
expansions.
Prepared by:

REY S. VISTAL
Teacher-I
 STUDY
STRATEGIES

electronic
resources
consisting of
general references:
atlas, periodical
index, periodicals
and internet
sources/ other

*Use periodical
index to locate
information in
periodicals

*  Gather data
using the general
references:
encyclopedia,
dictionary
 STUDY
STRATEGIES

* Acknowledge
citations by
preparing the
bibliography of the
various sources
used

* Observe correct
format in
bibliographical
entries

* Use writing
conventions to
indicate
acknowledgement
of sources
 STUDY
STRATEGIES

* Use locational
skills to gather and
synthesize
information from
general and first-
hand sources of
information

* Get vital
information from
various websites

* Extract
accurately the
required
information from
sources read and
viewed to reject
irrelevant details
 STUDY
STRATEGIES

* Use multi step

word and phrasal
outlines to organize
ideas

* Engage in
systematic conduct
of a research by
going through
series of processes

* Apply the correct

treatment of data
and the soundness
of research
conclusion.
 GRADE 8- ENGLISH
Table of Specifications (T.O.S.)
Grading Period: First Quarter Prepared by: REY S. VISTAL /T-I
EASY (70%) AVERAGE (20%) DIFFICULT (10%)
No. of
COMPETENCY/TOPIC KNOWLEDGE PROCESS & SKILLS UNDERSTANDING TYPE OF TEST
Items
KNOWLEDGECOMPREHENSIONAPPLICATION ANALYSIS SYNTHESIS EVALUATION
1. LISTENING 5
> Listen to single out specific 1,2,3, 4,5
details
2. LITERATURE 14
> Discover literature as a means 6,7,8,9,10,19,28,
of understanding the human 25,26,27,30,
29,31,33
being
3. VOCABULARY
DEVELOPMENT 5
> Use context clues to deduce 11,12,13,14,15
meaning of words
4. ORAL LANGUAGE &
FLUENCY 5
> Distinguish stress, intonation
and juncture to signal changes in 16,17,21,22,23
meaning
5. STUDY STRATEGIES 6
>Employ significant ways in 18,20,24,32,34,3
gathering data using the library 5
or online sources
6. GRAMMAR 5
>Classify sentences according to 36,37,38,39,40
structure
7. READING 5
>Interpret the meaning of lines 41,42,43,44,45
from a literary piece
8. WRITING 5
> Combine sentences using 46,47,48,49,50,
appropriate conjunction
MULTIPLE CHOICE
 GRADE 8- ENGLISH
Table of Specifications (T.O.S.)
Grading Period: Second Quarter Prepared by: REY S. VISTAL /T-I
EASY (70%) AVERAGE (20%) DIFFICULT (10%)
No. of
COMPETENCY/TOPIC KNOWLEDGE PROCESS & SKILLS UNDERSTANDING TYPE OF TEST
Items
KNOWLEDGECOMPREHENSIONAPPLICATION ANALYSIS SYNTHESIS EVALUATION
1. LISTENING 5
> Listen to single out specific 1,2,3, 4,5
details
2. ORAL LANGUAGE &
FLUENCY 5
>Identify which word is stressed 6,7,8,9,10,
differently
3. VOCABULARY
DEVELOPMENT 5
> Use appropriate word to
complete the meaning of an 11,12,13,14,15
idiom
4. LITERATURE 10
> Single out the element of story 16,17,18,19,20,
being cited out 21,22,23,24,25
5. READING 5
>Read closely to note significant 26,27,28,29,30
details

6. GRAMMAR & LANGUAGE 5

>Identify the figurative language 31,32,33,34,35
used
7. STUDY STRATEGIES 10
>Characterization 36,37,38,39,40
>Observe correct format in 41,42,43,44,45
bibliographical entries
8. WRITING 5
> Use appropriate transition
word to achieve unity and 46,47,48,49,50
coherence in a paragraph
MULTIPLE CHOICE
 GRADE 8- ENGLISH
Table of Specifications (T.O.S.)
Grading Period: Third Quarter Prepared by: REY S. VISTAL /T-I
EASY (70%) AVERAGE (20%) DIFFICULT (10%)
No. of
COMPETENCY/TOPIC KNOWLEDGE PROCESS & SKILLS UNDERSTANDING TYPE OF TEST
Items
KNOWLEDGECOMPREHENSIONAPPLICATION ANALYSIS SYNTHESIS EVALUATION
1. LISTENING 5
> Listen to single out specific 1,2,3, 4,5
details
2. READING
COMPREHENSION 14
> Recognize the propaganda
used in a commercial sample/ 6,7,8,9,10,
statement
3. GENRE OF POETRY 5
15,16,17,18,19,
> Identify the genre of poetry 20,21,22,23
4. LITERATURE 5
> Point out the psyche and 24,25,26,27,28,29,
temperament of selected Afro- 30,
asian people
5. STUDY STRATEGIES 6
>Employ significant ways in
gathering data in doing an 31,32,33,34,
interview
6. GRAMMAR 5
> Single out the element of 35 36,37,38,39,40
poetry being highlighted
7. WRITING 5

WRITING
> Combine sentences using
appropriate conjunction to form 41,42,43,44,45,
complex/ compound-complex
sentence
 TING
> Observe parallelism in a 46,47,48,49,50,
sentence
MULTIPLE CHOICE