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English Curriculum

English Curriculum

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Published by: Yeng_0330 on Oct 15, 2009
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08/04/2014

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(Philippine Elementary Learning Competencies)
 
BASIC EDUCATION CURRICULUM
 
ENGLISH
 
 
ENGLISH
DESCRIPTION
English as a subject is concerned with developing competence in listening, speaking, reading and writing.Listening is an information – processing act. It includes skills in auditory discrimination and cognitive comprehension. Speakingincludes skills in using the language expressions and grammatical structures correctly in oral communication. Reading is gettingmeaning from the printed page. It includes skills for vocabulary development, levels of comprehension namely, literal, interpretative,critical analysis and application, literary appreciation and study skills. Writing includes readiness skills, mechanics, guided writing,functional, and creative writing.Learning activities to develop competence in these phases of communication should be varied, meaningful and realistic. Scienceand Health concepts may be used as content in English especially for Grades I and II, but not to the extent of neglecting the content inthe English books for the grade.Grade III is considered the threshold in reading. Thus, at the end of the third grade, every child is expected to be afunctional/successful reader.
TIME ALLOTMENTLearning AreasDaily Time AllotmentIIIIIIIVVVIEnglish100100100808080
The daily period of 100 minutes is allotted for Grades I-III. There is no increase in time allotment for Grades IV-VI becausebasic literacy skills are expected to have been developed in Grades I-III.
The 20-minute increased time allotment may be used for mastery of the skills through any of the following:
-
peer tutoring
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enrichment/reinforcement for fast learners
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remediation for slow learners
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spelling lessons
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writing (practice)
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free reading
2
 
EXPECTATIONSGOAL:
Access varied information and creatively use them in spoken and written forms; communicate fluently and accurately orally and in writing, for a variety of purposes and different social and academic contexts at their level whilecarrying out activities in everyday life
At the end of 
Grade VI
, the learner is expected to listen critically; communicate one’s feeling and ideas orally and in writing with a highlevel of proficiency; and read various text types materials to serve one’s own learning needs in meeting a wide range of life’s purposes.At the end of 
Grade V
, the learner is expected to listen critically to different text types; express ideas logically in oral and written forms;and demonstrate interest in reading to meet one’s various needs.At the end of 
Grade IV
, the learner is expected to listen critically to news reports, radio broadcasts and express ideas accurately in oraland in written form; demonstrate more independence in the use of language to meet everyday needs; and read independently for pleasure and get information from various text types.At the end of 
Grade III
, the learner is expected to listen critically to get information from text heard; demonstrate independence in usingthe basic language structure in oral and written communication; and read with comprehension.At the end of 
Grade II,
the learner is expected to listen critically to 1-2 paragraphs; use appropriate expressions in varied situations andabout places and topics of interest; read critically and fluently in correct thought units, texts for information and entertainment andrespond properly to environmental prints like signs, posters, commands and requests; and write legibly simple sentences and messagesin cursive form.At the end of 
Grade I,
the learner is expected to recognize differences in speech sounds, word stress, intonation patterns in sentencesheard; speak clearly and use appropriate expressions in talking about oneself and the immediate environment; read with ease andunderstanding beginners’ books in English; and write legibly information about oneself, common words and simple sentences inmanuscript form.
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