(Phi l i ppi ne El e me ntary Learni ng Compe te nci e s

)
BASIC EDUCATION CURRICULUM
ENGLISH

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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. Speaking
includes skills in using the language expressions and grammatical structures correctly in oral communication. Reading is getting
meaning 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. Science
and Health concepts may be used as content in English especially for Grades I and II, but not to the extent of neglecting the content in
the 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 a
functional/successful reader.

TIME ALLOTMENT

Daily Time Allotment
Learning Areas
I II III IV V VI

English 100 100 100 80 80 80

The daily period of 100 minutes is allotted for Grades I-III. There is no increase in time allotment for Grades IV-VI because
basic 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
- enrichment/reinforcement for fast learners
- remediation for slow learners
- spelling lessons
- writing (practice)
- free reading

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EXPECTATIONS


GOAL: 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 while
carrying 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 high
level 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 oral
and 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 using
the 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 and
about places and topics of interest; read critically and fluently in correct thought units, texts for information and entertainment and
respond properly to environmental prints like signs, posters, commands and requests; and write legibly simple sentences and messages
in cursive form.

At the end of Grade I, the learner is expected to recognize differences in speech sounds, word stress, intonation patterns in sentences
heard; speak clearly and use appropriate expressions in talking about oneself and the immediate environment; read with ease and
understanding beginners’ books in English; and write legibly information about oneself, common words and simple sentences in
manuscript form.


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The Philippine Elementary Learning Competencies (PELC)


The PELC is a listing of expected outcomes in the four phases of Communication Arts, namely, listening, speaking, reading and
writing. The expected outcomes are stated in behavioral terms hierarchically arranged from the simplest to the most complex. The
expected outcomes (skills) for each component are in matrix form per grade level.

With this arrangement, teachers can easily pick out objectives from each phase in preparing his/her lessons to show integration
within learning areas. The teacher is free to decide whether to have the four components or only two or three components
integrated in a day’s lesson.

Here is a sample lesson plan showing the four components integrated in a day’s lesson for 100 minutes. Science concepts are
integrated in this lesson.


I. Objectives

Tell what the story heard is about (Listening)
Use of this/that with singular form of nouns (Speaking)
Give appropriate heading for a set of pictures/sentences (Reading)
Write words/phrases – copying from a model (Writing)

II. Subject Matter

Telling what the story/picture is about
Use of this/that with singular nouns

III. Materials: short story, pictures


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IV. Procedure

A. Listening

• Motivation – showing pictures of animals; talking about pets or animals they know
• Listening to a story

Pussy Cat is big. Its color is white and black. She sleeps under the chair with her three little baby kittens. The baby
kittens are very small. Pussy Cat is always beside the baby kittens.

• Comprehension Questions

- Who has baby kittens?
- What is Pussy Cat doing?
- What are the baby kittens doing also?
- What is our story about?

B. Speaking

Show picture of a cat and say: This is a cat. The cat is big.
Ask pupils to hold the picture and repeat the sentence.
Ask them to tell something about their personal belongings.
e.g. This is my bag. My bag is red.
Introduce the use of that. Teacher says: This is a bag. What is this?
Guide the pupils to say – This is a bag. (pointing to the object)
Practice: Pupils take turn in asking and answering questions using this-that.
e.g. Pupil 1: This is a pupil. What is this?
Pupil 2: That is a pencil. (Pupil 2 shows another object and repeat the sentence pattern.)
(There is pupil to pupil interaction with this kind of activity.)
Let the pupils understand that – This and That refer to one object.



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C. Reading

Teacher recalls the story used in listening. Teacher/pupils read the story.
Question: Which of the following is a good title for the story?
a. My Pet b. Pussy Cat c. Pussy Cat and Her Kittens
Present these words on the board or show pictures. Pupils read the words or give the names of the pictures.
a. pig b. pig
dog goat
bird carabao
monkey cow

Question: What are these words called? What words would be the title/heading for the animals in Set A? Set B?
Science Concepts: There are different animals around.
Some animals make good pets.
Some animals give us food.
Infusion of Values: Animals need care. We should be kind to animals.
Practice: Read these sentences and give a title for each group of sentence.
e.g. There are many animals in the farm.
The animals make different sound.
The dog barks. The cat says, “meow, meow.”
The duck says, “quack, quack”
Group Activity: Assign 3 or 4 leaders who will be holding strips of paper with titles of the sentences or pictures
distributed to the pupils. When the leaders show the strips of paper, the pupils holding the pictures/sentences group
together to their respective leaders.

D. Writing – Copy the sentences and fill in the blanks.

My Pet

I have a ______. I call it ______.
Its color is _____. My pet eats ______.


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V. Evaluation:

• Evaluation of written work, neatness, etc.
• Fill the blank with this or that.

Father reads a book and says, “_____ is a good book.”
(Picture of father holding a book.)

• Give a title for the set of words and sentences.

orange apples guavas pineapple

VI. Agreement: Ask the pupils to write down words or sentences related to the following:

Games I Like to Play



The teacher should strive for mastery of a particular objective before proceeding to the next higher one. Objectives may be
taught for two or more days but with different activities/exercises for each day. Criterion – reference test should be
administered to measure mastery of the objectives/skills taught.


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ENGLISH – GRADE I


LISTENING SPEAKING READING WRITING
1. Respond appropriately to
expressions listened to *
• •• • greeting others
• •• • leave taking

1. Use expressions listened to in
appropriate situations
1.1 Ask and answer questions
e.g. What’s your name?
Where do you live?
What grade are you in?
How old are you?
etc.

1. Recognize words commonly
heard through sight word
• •• • courteous expression
• •• • one-step direction


1. Demonstrate Writing
Readiness Skills *
• •• • free-hand writing
• •• • connecting dots

2. Follow simple one-step
direction heard
e.g. stand up
sit down
2. Give short commands and
directions
2. Identify common printed
materials e.g. book, newspaper,

2.1 Turn the pages of a reading
material properly
2. Trace and copy lines *
• •• • straight
• •• • slanting
• •• • horizontal
• •• • curve
• •• • circular

3. Identify specific sounds from a
background of different sounds
heard *
• •• • loud and soft
• •• • high and low
3. Talk about the meaning of
sound signals heard
e.g. roosters crow in the
morning, ships make loud
sounds when they arrive
3. Sharpen visual discrimination
skills *
• •• • similarities and differences of
objects/pictures as to size,
length
• •• • identifying missing parts of
pictures
• •• • left to right eye movement

3.1 Identify letters that are
similar/ different in a group of
letters
3. Write legibly, accurately in
manuscript form the capital and
small letters of the alphabet
3.1 Trace and copy letter with
• •• • straight lines
• •• • combination of straight
and slanting lines
e.g. Nn Aa
• •• • combination of straight
and curved lines
e.g. Dd
• •• • rounded strokes with
loops
e.g Cc

* included in the 8-Week Curriculum

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LISTENING SPEAKING READING WRITING
4. Identify speech sounds heard
• •• • initial and final consonant
and vowel sounds
e.g. /f/ vs. /p/; /e/ vs. /iy/


4. Produce words listened to with
• •• • initial and final consonant
sounds
• •• • initial and medial vowel
sounds
4. Associate names of objects/
pictures with their printed
symbols
e.g. words with
• •• • initial and final consonant
sounds
• •• • critical consonant and
vowel sounds

4. Write the letters of the alphabet
according to:
• •• • grouping
• •• • proper sequence
5. Identify words that rhyme in
poems/jingles
5. Recite rhymes, jingles with
correct intonation and stress

5. Sing/act rhymes, poems, jingles
6. Recognize rising and falling
intonation and meanings they
signal
• •• • yes-no questions
• •• • wh- questions
• •• • statement
6. Talk about oneself/others/things
6.1 Use singular form of nouns
• •• • this/that is with objects
• •• • a and an in naming
objects
6.2 Use the plural form of nouns
• •• • noun + s
• •• • these are/those are +
noun

6. Read orally high frequency
words in running print – Dolch
Basic Sight Word
6.1 Increase one’s vocabulary
• •• • words about family members
• •• • labels and sign in school
• •• • synonyms and antonyms
6.2 Identify the parts of a book
- cover, title, table of contents
5. Write words and phrases
5.1 Copying from a model
• •• • name, grade, school
5.2 Dolch Basic Sight Word
• •• • days of the week
7 Give the main idea of a
selection heard
7. Use personal pronouns
7.1 Use the pronoun that agrees in
gender with its antecedent
7. Tell what the picture or a series
of pictures is about
7.1 Tell what the story is about
• •• • composite picture
e.g. a garden scene
• •• • solo picture
e.g. red rose
6. Copy paragraph with 2 to 3
sentences
• •• • use the correct punctuation
mark
8 Note details in a selection
heard
• •• • answering wh- questions
• •• • identifying setting,
characters, events
8. Use verbs
• •• • simple present form
8. Answer wh-questions based on
stimuli presented
Objects:
• •• • composite pictures
• •• • experience charts
7. Write from dictation
• •• • common words
• •• • phrases
• •• • simple sentence

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LISTENING SPEAKING READING WRITING
8.1 Select the details of a story
heard from a set of pictures
8.1 Use –ing form of the verb in
response to:
• •• • What is _____ doing?
____ is cooking.
• •• • What are _____ doing?
____ are playing.
9. Organize ideas
• •• • Grouping pictures based on
similar ideas
• •• • Select appropriate heading
for a:
- set of related pictures
- set of words/phrases
- set of sentences

8. Write names of common
objects learned in listening and
speaking
• •• • common signs in the
classroom
9 Tell the sequence of events in a
story heard through pictures
8.2 Use the verb to be (am, is, are)
with nouns and pronouns as
subject
8.3 Use the simple past form of the
verb (regular verb)
10. Tell the sequence of natural
events
• •• • plant growth
• •• • life stages of animals
10.1 Tell what happened first,
second, last in a series of
pictures

10 Act out best liked parts of story
heard
9. Use words that describe
persons, animals, places
(adjectives)
9.1 Use the positive form of
regular adjectives
11. Perceive relationship
• •• • source
e.g. egg-chicken
• •• • function
e.g. table-trees
• •• • part-whole
e.g. eyes-face
9. Write sentences using
synonyms and antonyms to
describe objects
11. React to what the character
said/did on a story listened to
10. Talk about topics of interest in
2-3 sentences
12. Predict outcomes
• •• • Give the possible ending of
a series of pictures/given
events
• •• • Tell what would happen
next to a set of pictures
10. Write sentences about one’s
self and family
12. Infer the feeling/traits of
characters in a story heard


13. Infer
13.1 what a person or animal
does
13.2 what have happened
before/after an event
11. Compose greetings in cards
e.g. Happy Birthday

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ENGLISH – GRADE II

LISTENING SPEAKING READING WRITING

1. Identify speech sounds heard
- initial consonant blends
- initial and medial vowel sounds
- words with diphthongs

1.1 Discriminate speech sounds heard
- critical consonant and vowel
sounds
e.g. /s/ vs. /z/
/∂e/ vs. /ey/

1. Improve pronunciation skills
1.1 Use
- initial consonant blends
- initial and medial vowel
sounds
- words with diphthong
- critical consonant sounds
- critical vowel sounds

1.2 Use courteous expressions in
appropriate situations
- greeting others
- taking leave
- offering help

1. Associate names of objects.
pictures with printed symbols

1.1 Read automatically high
frequency words in running print

1.2 Recognize words using spelling
patterns.
- c – v – v – c
- c – v – c – c
- consonant clusters in initial and
final position
- consonant clusters and blends
in initial/final position


1. Copy legibly, accurately and neatly
in manuscript form of a given text

- sentences
- paragraph
- rhymes/poems learned

2. Recognize the rising and falling
intonation in:
- yes-no questions
- wh- questions
- statements


2. Ask and answer questions

2.1 Use short answer forms to
questions
e.g. Who is your teacher?
Does the dog bark?
2. Increase one’s vocabulary
by learning synonyms
and antonyms of common words



2. Use capital letters in writing
one’s address, names of
persons, subjects, the beginning
letter of the first word in a
sentence

1.1 Write common abbreviations
e.g Mr., Mrs.
1.2 Copy words in alphabetical
order
2. Follow simple one-step directions
heard



3. Identify words that rhyme in 2-3
stanza poems





3. Give commands/directions

- two-step direction


4. Recite short verses, two-stanza
poems with correct intonation and
stress




3. Do accurately slow reading to follow
a simple one-step direction
3.1 Follow printed directions for
test taking

4. Pantomime/act out rhymes and
jingles
4.1 Feel the rhythm through
clapping, etc.



3. Copy paragraph
observing indention,
capitalization and
punctuation

4. Copy poems/rhymes accurately

5. Demonstrate readiness skills in
cursive writing




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LISTENING SPEAKING READING WRITING

5. Give the main idea of a selection
listened to
- Tell what the story is about












3. Note details in selection listened to

3.1 Answer wh-questions







7. Retell best-liked parts of a story
heard






8. Act out best-liked parts of a story
heard







5. Talk about oneself/others things/
events
5.1 Use nouns
- This/that with singular form
of nouns
- Plural form of regular noun
- These are/those are with
plural noun

5.2 Use possessive pronouns (My,
You, His, Her, Your)
- Use the pronoun that
agrees in gender with its
antecedent

5.3 Use verbs
5.3.1 Use simple present form of
verbs with singular/plural
nouns as subject
5.3.2 Use the -ing form of verbs
(verbs of being)
5.3.3 Use the simple past of the
verbs commonly used
5.3.4 Use positive/negative form
of auxiliary verbs
5.3.5 Use two-word verb

6. Use adjectives to describe people,
animals, places

6.1 Use the positive form of regular
adjectives

7. Use preposition and prepositional
phrase







5. Get the main idea

3.2 Tell what the set of related
pictures is about
- Give the appropriate
heading for a set of
• pictures
• sentences
3.3 Group similar ideas under
proper heading

3.4 Distinguish big ideas from small
ideas

4. Note details in short paragraph,
poems, stories read

4.1 Note explicit details
- descriptive words
- identify
characters,
setting etc. of the
story
5.2 Note implied details

5. Organize ideas

5.1 Group pictures showing similar
ideas
5.2 Identify words/phrases
sentences that go with a given
concept/idea

7. Sequence events

7.1 Tell what happened first,
second, etc.
7.2 Tell what happened
before/after an event
7.3 Arrange words alphabetically
based on the first letter

5.1 Write important dates,
abbreviations in cursive
- Birthday
- Days of the week
- Months
- Address


6. Write from dictation
- Phrases
- Simple sentences
- Sentences in paragraph form


7. Write sentences/short
paragraph about the pictures

















8. Write the correct spelling of words
learned in auditory discrimination







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LISTENING SPEAKING READING WRITING

9. Impersonate well-liked characters
in a story heard






10. Give a possible ending to a
situation/story heard







11. Make inferences

- Infer hidden information from
oral texts



8. Talk about topics of interest in 3-4
sentences










8. Perceive relationship shown in
pictures

8.1 Identify the cause of a given
effect
8.2 Infer details in passages that
are not signaled explicitly

9. Predict outcomes

9.1 Tell the possible ending of
a situation presented
through pictures

9.2 Give events that
could happen next

10. Infer
- what have happened before/
after an event





9. Write sentences from a picture
stimulus






10. Write a different story ending
to a story read/heard







11. Write a composition
about a given topic

10.1 Prepare an invitation card
based on a model
10.2 Write short notes to
friends/family member



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ENGLISH – GRADE III

LISTENING SPEAKING READING WRITING

1. Identify words with –
• final consonant sounds
• initial and final consonant
blends and clusters





2. Identify words that rhyme in
poems heard









3. Recognize the rising and falling
intonation in questions and
answers heard

4. Follow two-step directions heard





5. Give the main idea of a selection
listened to


1. Increase one’s speaking
vocabulary
1.1 Use words presented under
auditory discrimination in
sentences




2. Recite short verses, 1-2 stanza
poems with correct intonation and
stress
2.1 Recite poems with gestures
2.2 Memorize short verses






3. Use courteous expressions in
appropriate situations
e.g. inviting someone

4. Give short commands/directions
- three-step directions

5. Ask and answer questions about
oneself/others using
- pictures
- dialogues
- comic strips







1. Recognize words using spelling
patterns as clues
e.g. digraphs
- Cvc
- Consonant clusters in
initial and final position
1.1 Recognize words through
repeated exposure

2. Read orally 1-2 stanza poems with
correct pronunciation, stress and
rhythm
2.1 Read orally or commit to
memory well liked lines in a
poem/selection
2.2 Use context clues to get
meaning of unfamiliar words
2.3 Use the glossary to get
meaning of new words

3. Read orally conversations/dialogs
observing proper intonation

4. Follow simple two-step directions
- two separate simple sentences
- compound sentences

5. Get the main idea

- distinguish big ideas from small
ideas
- give appropriate title for a
paragraph
- identify key sentence in a
paragraph




1. Write legibly and neatly observing
correct letter form, capitalization,
punctuation and spelling
- copying from a model
- letters of excuse, apology
- name and write the parts of a
letter


2. Write contractions correctly










3. Write different kinds of sentences
- Telling, asking, requesting and
exclamatory sentences
3.1 Write one’s own address
correctly

4. Copy paragraph with 4-5
sentences
- observe indention,
capitalization and punctuation


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LISTENING SPEAKING READING WRITING

6. Note details in selections listened to
(1-2 short paragraphs)
- answer who, what, when,
where questions














7. Sequence events in the story
listened to through pictures/groups of
sentences/guided questions




8. Retell best-liked parts of a story
heard

6. Talk about oneself things/events
6.1 Use the singular form of nouns
with verbs of being
6.2 Use the plural form of Nouns

7. Use possessive pronouns
7.1 Use pronouns that agree in
gender with its antecedent

8. Use verbs
8.1 Use the correct form of the verb
that agrees with the subject in
number
8.2 Use the correct time expression
to tell an action in the
- present
- past
- future
8.3 Construct sentences with simple
subject and predicate

9. Use words that describe persons,
places, animals, ideas, events
(adjectives)

- Use the positive, comparative and
superlative forms of adjectives















6. Note explicit and implied details
from a story read
- Answer how and why
questions
6.1 Decode words using structural
analysis
- prefixes
- compound words

7. Organize ideas

7.1 Classify related ideas/concept
under proper headings
7.2 Identify proper heading for
related sentences
7.3 Outline a 2-paragraph text with
explicitly given main idea

8. Sequence events
8.1 Arrange events as to
- space order
- line order
- both space and time
order
8.2 Number events in a story read
8.3 Arrange words alphabetically
based on the first and second
letter

9. Perceive relationship
9.1 Identify cause – effect
relationship
9.2 Identify and use language
clues that signify cause-effect
relationship
e.g. because, as a result

10. Predict outcomes

10.1 Give an appropriate ending to
a given situation

5. Write from dictation different kinds of
sentences with correct
punctuation marks –telling,
asking etc.

6. Write the correct spelling of
words learned in listening,
speaking and reading

7. Write simple letters for a given
purpose
- letter of excuse
- letter of apology





8. Write utterances on a given
situation/comic strip presented









9. Write a different story ending







10. Write sentences from a set of
pictures to make a story

15
LISTENING SPEAKING READING WRITING

9. Make inferences
- Infer traits of characters based on
what they do or say in a story
listened to






10. Distinguish between facts and
fancy from stories heard




10. Use expressions to show
location


11. Talk about topics of interest in 4-5
sentences




11. Infer

11.1 what have happened before
or after
11.2 insight from what is read or
observed

12. Draw conclusion using
picture-stimuli/passages

13. Evaluate ideas

13.1 Tell whether an action or
event is a reality or fantasy
13.2 Identify irrelevant ideas
in a passage

14. Read orally or commit to memory
poems/verses


11. Write a different story ending






12. Fill out forms correctly
• library form
• Information Sheet







13. Write a short story from
a given situation


16
ENGLISH – GRADE IV

LISTENING SPEAKING READING WRITING

1. Distinguish rising and falling
intonation

2. Identify the stressed and
unstressed syllables
e.g. stress on the:
- first syllable (library)
- second syllable
(industrious)
- third syllable (elementary)

3. Recognize pauses and stops in
utterances that signal meaning
e.g. Roy, the boy in white/is my
cousin. (describing Roy) Roy/the
boy in white is my cousin. (talking
about Roy)

1. Use
- words with stressed and
unstressed syllables in sentences



1. Decode words in stories read
using phonetic analysis
e.g. /ze/z/- breeze
/th/ - thank
- Read orally stories/poems
with correct stress and
Intonation
- Show enjoyment of
stories/poems read
2. Use the dictionary
- to interpret stress marks for
correct accent
- select appropriate meaning
from several meanings
given
- to locate words using guide
words


1. Write the correct spelling of
words with stressed and
unstressed syllables
e.g.
- words with silent letters
- words ending in –ph
sounded as f
4. Follow 3-4 step directions heard

2. Give series of directions
using sequence signals e.g.
first, then, next, etc.

3. Do accurate, slow reading in order to
follow common directions in:
- prescriptions
- medicine labels
- simple experiments
2. Write sentences/paragraphs giving
simple directions in doing
something
e.g. making a project
playing a game

5. Get information from a
conversation listened to





3. Use courteous expressions in
appropriate situations
e.g. telephone
conversation










4. Identify meaning of unfamiliar
words
- through structural analysis
- words with affixes and
inflectional endings
- compound words and their
components words written
as:
- one word (backyard)
- two words (security
guard)
- hyphenated (sister-in-
law)

3. Write from dictation
- sentences and short paragraph
observing correct spelling
capitalization and punctuation
marks





17
LISTENING SPEAKING READING WRITING




6. Give the main idea of a selection
listened to:

-Tell what the story/poem/ news is
about in two or three sentences








7. Note details in a selection
listened to:
-identify setting, suspense, climax
in the story













8. Classify related ideas from news/
stories heard






4. Ask and answer questions about
oneself/others/pictures
use because, so that, in order

5. Use the plural form of nouns in
sentences
e.g. nouns ending in f:
chief-chiefs
leaf-leaves
- use expressions denoting
quantity
e.g. a lot of, some, etc.





6. Use possessive form of singular
nouns
e.g. Renato’s bag
6.1 Use possessive form of plural
nouns
e.g. the boy’s shirt











7. Use a variety of sentences as to
structure
- declarative
- interrogative
- imperative
- exclamatory
7.1 Construct simple sentences with
modifiers and compliments
- use context clues
- synonyms, antonyms,
homonyms

4. Give the main idea of a 2-paragraph
text

4.1 Identify the main idea that
is implied or explicitly stated
4.2 Evolve a title in topic form
for text based on the main
idea or big idea
4.3 Skim the general idea on
what the material is about
4.4 Read orally one’s best liked part
of a story

5. Note significant details that
relate to the central theme

5.1 Locate answers to wh-,
how and why questions
that are explicitly stated in
the texts
5.2 Demonstrate knowledge of
story grammar by being
able to identify setting,
characters and main events
in the story
5.3 Find descriptive words/action
words in selection read
5.4 Read orally one’s best liked part
of a story

6. Organize ideas
6.1 Classify related
ideas/concepts under
proper heading
6.2 Give a heading or title for
texts read
6.3 Identify sub-heading for a
given heading




4. Write a paragraph/short story
from one’s experience











5. Write letters observing the correct
format
- thank you letter
- letter of invitation
- letter of congratulations












6. Write a paragraph based on
an outline







18
LISTENING SPEAKING READING WRITING







9. Sequence events in the story
listened to through groups of
sentences/guided questions







10. Report on a news item/radio
broadcast heard








11. Predict the outcome of stories
heard





12. Infer the feelings of characters
based on how they talk (volume,
voice, stress)

13. Give conclusions to situations/
news/oral report heard









8. Use object pronouns
(me, him, her, us, them, you)
8.1 Use the object pronoun that
agrees in number with its
antecedent





9. Use the different verb forms
(regular and irregular)
- present form
- past
- future
9.1 Use the verb that
agrees with the subject
in number


10. Use words that describe persons,
places, animals, events
(adjectives)
10.1 Use the positive,
comparative and superlative
forms of regular adjectives

11. Use adverbs of place and time



12. Use prepositions and
prepositional phrase
e.g. among
in a month
6.4 Outline a two-paragraph
passage
6.5 Outline a story read
6.6 Use the outline as a guide
in retelling or summarizing
the story

7. Sequence events/ideas
7.1 Sequence the major
events/ideas in a selection
7.2 Arrange a set of given
events in logical order to
make a story
e.g. time order
space order
both space and time order

8. Perceive relationship
8.1 Identify statements/events
that show cause-effect
relationship
8.2 Give cause-effect relationship in
paragraph/passages read
8.3 Use the word because/so
that to identify statements
that show cause-effect

9. Predict outcomes
9.1 Give an appropriate ending
to a given situation and
give justification for such
ending


10. Infer
10.1 character traits from a
selection read

11. Draw conclusions based on
information given









7. Write essays
- arrange paragraphs according to
order of time/events and location







8. Write a variety of texts
- letters, paragraphs using a
variety of sentences
- riddles, mottos, sayings






9. Compose riddles, slogans
and announcements from
given stimuli e.g. semantic
maps, planned
activities/programs


10. Write utterances/expressions on
situations/comic strip
presented
e.g. Thank you!
You’re great!




19
LISTENING SPEAKING READING WRITING

14. Evaluate ideas and make
judgments on oral texts presented
orally

14.1 Distinguish between
fact and opinion



13. Talk about topics of interest in 5-
6 sentences

12. Evaluate ideas and make
judgments
12.1 Tell whether an action or
event is reality or fantasy
12.2 Distinguish between fact
or opinion
12.3 Compare and contrast text
information with prior
knowledge
12.4 Evaluate the likelihood
that a story could really
happen
12.5 Determine an author’s
perspective on the
central topic


11. Write paragraphs
- Descriptive
- Narrative

12. Write diaries and journals

13. Write summary of story read
- fable
- fairy tale





20
ENGLISH – GRADE V

LISTENING SPEAKING READING WRITING
1. Distinguish changes in
meaning in sentences
caused by shift in
intonation
e.g. She’s coming.
(plain statement)
She’s coming?
(for confirmation)
1.1 Distinguish changes in meaning
of words caused by stress shift
e.g. Please recórd (verb) the
test result in the class récord
(noun)



2. Follow a series of directions
(5 to 6 steps)


3. Give titles to paragraph/stories
listened to

4. Note details in a selection
listened to:
- Make a story
grammar to remember
details (setting, character,
events
- Give implied
ideas or information

5. Get information from news report
heard
5.1 List down important ideas/events




1. Increase one’s speaking vocabulary
1.1 Pronounce words putting stress
on the correct syllable
1.2 Use the correct intonation for
statements and questions
1.3 Use courteous expressions in
conducting a club meeting









2. Make simple and accurate
descriptions and announcements


3. Use plural form of nouns
in talking about
oneself/others
- irregular nouns

4. Retell selections listened to

5. Use a variety of sentences
- simple
- compound
- complex

6. Use possessive form of
plural nouns
- proper nouns ending in s or z




1. Decode meaning of unfamiliar
words
1.1 Decode words in stories
using structural analysis
1.1.1 words with affixes
- prefixes and suffixes
1.2 Identify the different
information given to a
word in a dictionary
- syllabication
- stress marks
- multiple meaning of
words.
1.3 Use synonyms and
antonyms

2. Follow printed directions in filling
up school forms
- Information Sheet

3. Get the main idea
3.1 Give heading to a set of
related ideas
3.2 Identify the key sentence in
a paragraph
3.3 Identify the details that
support the key sentence
3.4 Skim to get a general idea
on what the material is about

4. Note significant details
4.1 Identify the setting, characters
and ending of stories read
4.2 Draw pictures of
Incidents/characters from a
selection heard
4.3 Identify oneself with a
character in the story

1. Write the correct spelling of words
learned in listening, speaking and
reading













2. Fill out school forms correctly
- Information Sheet
- Bank deposit and
withdrawal slip

3. Write a paragraph from the
pictures drawn
- Beginning sentence
- Middle
- Ending

4. Arranging sentences according to
order of time/importance in writing
a paragraph

5. Write rhymes/jingles related to the
selection read







21
LISTENING SPEAKING READING WRITING

6. Sequence events in the
story listened to through
groups of sentences









7. Identify cause/effect from
statements/situations heard



8. Give justification to a
possible ending to a story
heard




9. Identify action words/
descriptive words
in sentences/paragraphs
heard





10. Evaluate and make judgments on
oral texts presented orally







7. Use pronouns
7.1 Demonstrative (who, where,
etc.)
7.2 Reflexive (myself, herself, etc.)
7.3 Ask and answer questions
about oneself/others
No + negative (No, I’m not.)
rejoinder
- Yes + positive rejoinder
(Yes, I am.)
- positive stem + negative
stem
It’s a puppy, isn’t it.
- negative stem + positive tag



8. Use the different verb forms
8.1 Simple present for
general truth
8.2 Habitual past (use to + verb)
8.3 Future (going to + verb)
8.4 Use two-word verb

9. Use words that describe
Persons, places, animals,
Ideas (adjectives)
9.1 Use the positive, comparative
and superlative forms of
adjectives
9.2 Use descriptive words and
phrases
- as + adj. + as

10. Use adverbs-
10.1 Adverbs of manner and
frequency
10.2 Use words that can function
as adjectives and adverbs
10.3 Use preposition +
prepositional phrase

5. Organize ideas
5.1 Identify the major
ideas/concept in a selection
5.2 Organize the key sentence
and supporting details into
an outline
5.3 Make a two-point outline of a 2
to 3 paragraphs

6. Sequence the major
ideas/concept in a selection

7. Perceive relationship
- give possible causes to a
given effect and possible
effects to a given cause

8. Predict outcomes
8.1 Give possible endings to a
selection
8.2 Give an appropriate ending to a
selection


9. Infer
- traits of character
- the general mood of
expression in a selection
- how the story would turn out if
some episodes were changed



10. Draw conclusions based on
information given

11. Evaluate ideas/make judgements
11.1 Identify facts/opinions in a
selection read
11.2 Give opinions about
information read

6. Write a 2-point sentence outline











7. Write reports from writing models
- Science report
- television shows
- schools and community news

8. Write an ending to an incomplete
story





9. Write
- descriptive paragraph
- letters of invitation/request
- telegrams
- announcements




10. Respond in writing based on
stimuli-
- result of an observation/
experiment
- acceptance letter
- descriptive/narrative



22
LISTENING SPEAKING READING WRITING

11. Report accurately
information heard

11. Direct and indirect discourse
e.g. Direct –
Lydia said, “Fe write a letter.”
Indirect –
Lydia told Fe to write a letter.

11.1 Transform direct to indirect or
vice versa
11.2 Change statement to question
or vice versa
e.g. Nora writes a letter.
Does Nora write a letter?

12. Talk about topics of
interest in 7-8 sentences

11.3 Get information from
newspapers
- parts of a newspaper and
information from each
part

12. Use library resources to get
information
- Card catalog
- Atlas, encyclopedia
- Newspapers







11. Write reported statements in
paragraph form

11.1 direct discourse to indirect


12. Write different texts
- Narrative
- Description
- Appointments
- Advertisements






23
ENGLISH – GRADE VI

LISTENING SPEAKING READING WRITING
1. Distinguish changes in meaning of
sentences caused by stress

e.g. This is your dress.

(It’s yours.)

This is your dress.

(It’s definitely a dress.)

2. Follow a series of directions
listened to -
- labeling diagrams
- completing a chart

3. Give the main idea of a selection
listened to












4. Note details in selections
listened to-
- identify the setting, main and
secondary characters, climax
and ending of the story

5. Sequence events of a story
listened to through guided
questions
1. Increase one’s speaking vocabulary
1.1 Relay information accurately
using different discourse
(statement, questions,
commands)
1.2 Use the correct intonation
- Yes-No questions
- Questions introduced by
interrogatives


2. Use courteous expressions on
appropriate situations
- Participate in club meetings
- Conducting an interview

3. Ask and answer questions using
pictures/dialogues/comic strips

3.1 Change statements into
questions
3.2 Use tag questions
- negative and positive
e.g. We get food from the forest,
don’t we?
You don’t buy junk food, do you?


4. Retell a selection listened to –
- news broadcast
- fiction stories
4.1 Read orally/recite poems cast
for a verse choir
4.2 Give accurate announcements
- Give a report based on an
interview

1. Decode meaning of unfamiliar
words using
- structural analysis
- words with affixes
• prefixes and suffixes
- the dictionary
• words with multiple meanings
- context clues

1.1 Learn some common idioms
e.g. stone’s throw
1.2 Use figurative language to
describe people and events
- Simile; Metaphor; Hyperbole

2. Follow a series of directions in-
- experiments
- prescriptions
- cooking

3. Tell the big ideas/key concepts
implied in each paragraph of
the story read-
3.1 Give the details that
support the big idea
3.2 State the main idea of a
paragraph that is explicit
or implied

4. Note significant details
4.1 Identify the events of the plot of
a story, poem, short plays

5. Sequence the key concepts/big
ideas to show wholeness of the
story/selection
5.1 Use a story grammar to show
sequence of episodes in a story

1. Write a composition showing
- introduction
- body
- conclusion






2. Write specific directions on
given situations
e.g. interpret a diagram/road
map

3. Write a model composition
- arrange details in order
• home reading report
• diaries
• minutes of meeting

4. Write a summary of what was
read

5. Write from dictation

5.1 Reconstruct a dictated text
by taking down important notes


24
LISTENING SPEAKING READING WRITING

6. Give possible cause/effect to
situations/news stories heard






7. Analyze ideas as to what could
happen next from stories heard
















8. Make inferences

8.1 Infer the mood of certain
events through the
speaker’s actions/
intentions/utterances







5. Use nouns-
- plural of compound nouns,
- gerunds
5.1 Use nouns that are plural
in form but singular in
meaning
e.g. news, measles

6. Use a variety of sentences as
to structure

- simple
• simple subject with compound
predicate
• compound subject and simple
predicate
• simple subject and compound
predicate
• compound predicate and
compound subject
- compound
• using connectors and and but
- complex
• dependent and independent
clause

7. Use indefinite pronouns

7.1 Use the verb that agrees
with the indefinite pronouns

8. Use verbs
8.1 Use the different verb
forms
- present perfect form
- active and passive voice
- expressions about future plans –
hope-can; wish, could if were

6. Organize ideas
6.1 Make a heading/sub-heading
for paragraphs in a selection
6.2 Identify the key concept/
sentence that make up the story
6.3 Identify the details, heading for
an outline
6.4 Make a three-point outline of
an expository text read

7. Perceive relationship

7.1 Tell the relationship expressed
in the selection as to cause
and effect
7.2 Give other possible causes to a
given effect and other effects
to a given cause

8. Predict outcomes

8.1 Give other events that could
happen next

8.2 Draw pictures of
incidents/characters that is
possible to happen

8.3 Give possible endings to a
selection

9. Infer
- traits of character
- the general mood of the
selection
- how the story would turn out if
some episodes were changed
- alternative actions taken by
characters
- alternative actions taken by
characters

6. Write reported statements in a
story form
6.1 Change statements,
questions, requests and
commands to reported
sentences




7. Write an ending to a given
situation







8. Write a model composition

- write about one’s
feelings/reactions using the
correct form of the verb







9. Write an outline of a story read
- Write a two to three point
sentence outline







25
LISTENING SPEAKING READING WRITING












9. Evaluate and make judgments

9.1 Distinguish advertisement from
propaganda



9. Use adjectives
9.1 Use descriptive words and
phrases
- too + adj. + nominal
e.g. too short for
- adjective + enough
e.g. old enough
- two-word adjective
e.g. two-story building
9.2 degree of comparison of
irregular adjectives
9.3 adjectives in series

10. Use adverbs
- degrees of comparison of
adverbs
- words that can function as
adjective /adverb

11. Use direct and indirect discourse

12. Talk about topics of interest
- use a variety of sentences
- preposition and prepositional
phrases


10. Draw conclusions based on
information given
10.1 Evaluate if a conclusion
made is justifiable
10.2 Identify sufficient
evidences to justify a
conclusion/generalization

11. Evaluate ideas/make judgement
11.1 Give opinions about
information read
11.2 Determine the purpose of
the author
11.3 Identify author’s device to
bring out his message

12. Use the library resources
effectively
12.1 Use card catalog, atlas,
almanac, and other
general references
12.2 Get information from
newspapers and other
references
- Parts of a newspaper
Information one gets from
each part


10. Organize one’s thoughts in
writing
- information
- description
- resume



11. Respond in writing based on
stimuli and triggers
- application letter
- directions
- ads for work, editorials



12. Fill out forms

- Information Sheet
- Community Tax Certificate
- Bank Notes

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