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BUREAU OF ELEMENTARY EDUCATION Department of Education Republic of the Philippines
E:\CDD Files\BEC-PELC Finalized June 2010\COVER PELC - English.docx Printed: 8/12/2010 11:19 AM [Anafel Bergado]
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 Learning Areas English Daily Time Allotment III IV V 100 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 - spelling lessons - enrichment/reinforcement for fast learners - writing (practice) - remediation for slow learners - free reading
common words and simple sentences in manuscript form. communicate fluently and accurately orally and in writing. and demonstrate interest in reading to meet one’s various needs. radio broadcasts and express ideas accurately in oral and in written form. word stress. the learner is expected to listen critically. texts for information and entertainment and respond properly to environmental prints like signs. and write legibly simple sentences and messages in cursive form. express ideas logically in oral and written forms. 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 I. At the end of Grade IV. the learner is expected to recognize differences in speech sounds. At the end of Grade III. and read independently for pleasure and get information from various text types. communicate one’s feeling and ideas orally and in writing with a high level of proficiency. commands and requests. speak clearly and use appropriate expressions in talking about oneself and the immediate environment. the learner is expected to listen critically to 1-2 paragraphs. the learner is expected to listen critically to news reports. demonstrate more independence in the use of language to meet everyday needs. 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. and write legibly information about oneself. At the end of Grade II. the learner is expected to listen critically to get information from text heard.EXPECTATIONS GOAL: Access varied information and creatively use them in spoken and written forms. intonation patterns in sentences heard. At the end of Grade V. read critically and fluently in correct thought units. 2 . the learner is expected to listen critically to different text types. use appropriate expressions in varied situations and about places and topics of interest. demonstrate independence in using the basic language structure in oral and written communication. and read with comprehension. read with ease and understanding beginners’ books in English. posters.
speaking. listening. With this arrangement. The expected outcomes are stated in behavioral terms hierarchically arranged from the simplest to the most complex. The teacher is free to decide whether to have the four components or only two or three components integrated in a day’s lesson. Materials: short story. Here is a sample lesson plan showing the four components integrated in a day’s lesson for 100 minutes. pictures 3 . reading and writing. namely. 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. The expected outcomes (skills) for each component are in matrix form per grade level. teachers can easily pick out objectives from each phase in preparing his/her lessons to show integration within learning areas. I. Science concepts are integrated in this lesson. Subject Matter Telling what the story/picture is about Use of this/that with singular nouns III.The Philippine Elementary Learning Competencies (PELC) The PELC is a listing of expected outcomes in the four phases of Communication Arts.
Its color is white and black. (Pupil 2 shows another object and repeat the sentence pattern. The baby kittens are very small. Ask pupils to hold the picture and repeat the sentence. What is this? Guide the pupils to say – This is a bag. Teacher says: This is a bag. Procedure A. Pupil 1: This is a pupil.g. e. Ask them to tell something about their personal belongings. • Comprehension Questions Who has baby kittens? What is Pussy Cat doing? What are the baby kittens doing also? What is our story about? B. (pointing to the object) Practice: Pupils take turn in asking and answering questions using this-that.) (There is pupil to pupil interaction with this kind of activity. This is my bag. Listening • • Motivation – showing pictures of animals. My bag is red. e. 4 . What is this? Pupil 2: That is a pencil. Introduce the use of that. She sleeps under the chair with her three little baby kittens.) Let the pupils understand that – This and That refer to one object.IV. Speaking Show picture of a cat and say: This is a cat. Pussy Cat is always beside the baby kittens. talking about pets or animals they know Listening to a story Pussy Cat is big. The cat is big.g.
When the leaders show the strips of paper. pig b. My Pet b.C. Pussy Cat and Her Kittens Present these words on the board or show pictures. Pussy Cat c. The animals make different sound. Teacher/pupils read the story. 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. a. I call it ______. The cat says. Pupils read the words or give the names of the pictures. There are many animals in the farm. meow.g. “quack. “meow. Some animals make good pets. We should be kind to animals. 5 . the pupils holding the pictures/sentences group together to their respective leaders. Practice: Read these sentences and give a title for each group of sentence. Some animals give us food. My Pet I have a ______. Question: Which of the following is a good title for the story? a. Its color is _____. Writing – Copy the sentences and fill in the blanks. D. Reading Teacher recalls the story used in listening.” The duck says. The dog barks. My pet eats ______. Infusion of Values: Animals need care. e. 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.
Agreement: apples guavas pineapple 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.” (Picture of father holding a book. Criterion – reference test should be administered to measure mastery of the objectives/skills taught. 6 . Objectives may be taught for two or more days but with different activities/exercises for each day. Father reads a book and says. “_____ is a good book.) • Give a title for the set of words and sentences.V. neatness. Fill the blank with this or that. Evaluation: • • Evaluation of written work. orange VI. etc.
What’s your name? Where do you live? What grade are you in? How old are you? etc. length • identifying missing parts of pictures • left to right eye movement Identify letters that are similar/ different in a group of letters * included in the 8-Week Curriculum 7 . Sharpen visual discrimination skills * • similarities and differences of objects/pictures as to size. Demonstrate Writing Readiness Skills * • free-hand writing • connecting dots 2. Respond appropriately to expressions listened to * • greeting others • leave taking SPEAKING 1. newspaper. Identify common printed materials e. Nn Aa • combination of straight and curved lines e.1 Trace and copy letter with • straight lines • combination of straight and slanting lines e. Give short commands and directions READING 1. Recognize words commonly heard through sight word • courteous expression • one-step direction WRITING 1.g.g. 2.ENGLISH – GRADE I LISTENING 1. stand up sit down 2. Dd • rounded strokes with loops e. book. Follow simple one-step direction heard e.g Cc 3. Talk about the meaning of sound signals heard e. Write legibly. roosters crow in the morning.1 Turn the pages of a reading material properly 2. 2.g. Identify specific sounds from a background of different sounds heard * • loud and soft • high and low 3. Use expressions listened to in appropriate situations Ask and answer questions e. accurately in manuscript form the capital and small letters of the alphabet 3.g.g.g. ships make loud sounds when they arrive 3. Trace and copy lines * • straight • slanting • horizontal • curve • circular 3.
Recite rhymes. title.questions • statement 5. jingles with correct intonation and stress 6. Use verbs • simple present form 7. Sing/act rhymes. Associate names of objects/ pictures with their printed symbols e. words with • initial and final consonant sounds • critical consonant and vowel sounds 5. Talk about oneself/others/things 6. Answer wh-questions based on stimuli presented Objects: • composite pictures • experience charts 8 5. a garden scene • solo picture e.cover. Write words and phrases 5.g. poems.g. Write the letters of the alphabet according to: • grouping • proper sequence 5. events 8.1 Copying from a model • name. Produce words listened to with • initial and final consonant sounds • initial and medial vowel sounds READING 4. /f/ vs. Write from dictation • common words • phrases • simple sentence .2 Identify the parts of a book • these are/those are + .g. school 5. Use personal pronouns 7. Identify speech sounds heard • initial and final consonant and vowel sounds e. Recognize rising and falling intonation and meanings they signal • yes-no questions • wh. /e/ vs. /p/. grade.g.1 Increase one’s vocabulary • a and an in naming • words about family members objects • labels and sign in school Use the plural form of nouns • synonyms and antonyms • noun + s 6.2 Dolch Basic Sight Word • days of the week 7 Give the main idea of a selection heard 6. Tell what the picture or a series of pictures is about 7.1 Use the pronoun that agrees in gender with its antecedent 7.LISTENING 4. /iy/ SPEAKING 4. red rose 8. Read orally high frequency words in running print – Dolch Use singular form of nouns Basic Sight Word • this/that is with objects 6. table of contents noun 7. Copy paragraph with 2 to 3 sentences • use the correct punctuation mark 8 Note details in a selection heard • answering wh.questions • identifying setting. Identify words that rhyme in poems/jingles 6.1 Tell what the story is about • composite picture e. jingles WRITING 4. characters.
• What are _____ doing? ____ are playing. Compose greetings in cards e.3 Use the simple past form of the verb (regular verb) 10 Act out best liked parts of story heard 9. egg-chicken • function e. second. Infer 13. are) story heard through pictures with nouns and pronouns as subject 8. Use words that describe persons.1 Use the positive form of regular adjectives 9. Perceive relationship • source e.g. Talk about topics of interest in 2-3 sentences 10. last in a series of pictures 11. places (adjectives) 9. Write sentences about one’s self and family 12.2 Use the verb to be (am.g.1 Use –ing form of the verb in response to: • What is _____ doing? ____ is cooking.1 what a person or animal does 13. eyes-face 12.1 Tell what happened first. Organize ideas • Grouping pictures based on similar ideas • Select appropriate heading for a: .g.LISTENING 8.set of words/phrases .1 Select the details of a story heard from a set of pictures SPEAKING 8. Write sentences using synonyms and antonyms to describe objects 11.2 what have happened before/after an event 9 WRITING 8. READING 9. Infer the feeling/traits of characters in a story heard 11. React to what the character said/did on a story listened to 10. Predict outcomes • Give the possible ending of a series of pictures/given events • Tell what would happen next to a set of pictures 13. Tell the sequence of natural events • plant growth • life stages of animals 10.g.set of sentences 10.set of related pictures . table-trees • part-whole e. is. Write names of common objects learned in listening and speaking • common signs in the classroom 9 Tell the sequence of events in a 8. animals. Happy Birthday .
1.words with diphthong . Do accurately slow reading to follow a simple one-step direction 3. Associate names of objects.. accurately and neatly in manuscript form of a given text sentences paragraph rhymes/poems learned 2.1 Discriminate speech sounds heard . Who is your teacher? Does the dog bark? 2. Mrs.1 Write common abbreviations e. names of persons.ENGLISH – GRADE II LISTENING 1.words with diphthongs 1. etc.c–v–c–c . /z/ /∂e/ vs. Recite short verses.yes-no questions .1 Feel the rhythm through clapping. 3.2 Copy words in alphabetical order 3. Demonstrate readiness skills in cursive writing 2.critical vowel sounds 1.consonant clusters and blends in initial/final position WRITING 1.consonant clusters in initial and final position .2 Recognize words using spelling patterns.critical consonant and vowel sounds e. pictures with printed symbols 1.1 Use .greeting others .offering help READING 1.2 Use courteous expressions in appropriate situations .1 Use short answer forms to questions e. two-stanza poems with correct intonation and stress 10 .critical consonant sounds .1 Read automatically high frequency words in running print 1. . Copy legibly.initial and medial vowel sounds . Increase one’s vocabulary by learning synonyms and antonyms of common words 2. Pantomime/act out rhymes and jingles 4.g.questions . Copy poems/rhymes accurately 5.initial and medial vowel sounds .statements 2. Give commands/directions two-step direction 3.initial consonant blends . the beginning letter of the first word in a sentence 1. Follow simple one-step directions heard 3.wh. capitalization and punctuation 4. Identify words that rhyme in 2-3 stanza poems 4. subjects.1 Follow printed directions for test taking 4.g Mr.taking leave . Use capital letters in writing one’s address. Ask and answer questions 2.g. /s/ vs.initial consonant blends . Copy paragraph observing indention. Improve pronunciation skills 1.c–v–v–c . /ey/ SPEAKING 1. Identify speech sounds heard . Recognize the rising and falling intonation in: .
Sentences in paragraph form 3.descriptive words . Your) . poems. Use preposition and prepositional phrase 8.identify characters. of the story 5.1 Note explicit details . Talk about oneself/others things/ events 5. abbreviations in cursive .4 Use positive/negative form of auxiliary verbs 5.1 Use nouns .Address 6.Phrases . etc. second. animals. Get the main idea 3. Retell best-liked parts of a story heard 5.1 Group pictures showing similar ideas 5.3. Act out best-liked parts of a story heard 7.5 Use two-word verb 6.3.Simple sentences .3.3. His.3 Group similar ideas under proper heading WRITING Write important dates. stories read 4.Months .Tell what the story is about SPEAKING 5. places Use the positive form of regular adjectives 4.2 Tell what the set of related pictures is about .Use the pronoun that agrees in gender with its antecedent READING 5.These are/those are with plural noun 5.Plural form of regular noun . Note details in short paragraph. Write sentences/short paragraph about the pictures 3. You.3.Birthday .3 Use the simple past of the verbs commonly used 5. Write the correct spelling of words learned in auditory discrimination . setting etc.2 Use possessive pronouns (My.4 Distinguish big ideas from small ideas 7.This/that with singular form of nouns .LISTENING 5.Days of the week .1 Use simple present form of verbs with singular/plural nouns as subject 5.2 Note implied details 5. Give the main idea of a selection listened to . Use adjectives to describe people. Note details in selection listened to 3. Her.3 Use verbs 5.2 Use the -ing form of verbs (verbs of being) 5.2 Tell what happened before/after an event 7.3 Arrange words alphabetically based on the first letter 11 8. Sequence events 7. Write from dictation .2 Identify words/phrases sentences that go with a given concept/idea 7. Organize ideas 5. 7.Give the appropriate heading for a set of • pictures • sentences 3.1 Tell what happened first.1 Answer wh-questions 7.
2 Write short notes to friends/family member 12 . Write a different story ending to a story read/heard 9.2 Give events that could happen next 11. Infer . Give a possible ending to a situation/story heard 9. Perceive relationship shown in pictures 8.1 Identify the cause of a given effect 8. Write a composition about a given topic 10.1 Prepare an invitation card based on a model 10.2 Infer details in passages that are not signaled explicitly WRITING 9. Impersonate well-liked characters in a story heard SPEAKING 8. Talk about topics of interest in 3-4 sentences READING 8. Make inferences Infer hidden information from oral texts 10. Write sentences from a picture stimulus 10.what have happened before/ after an event 11.LISTENING 9.1 Tell the possible ending of a situation presented through pictures 10. Predict outcomes 9.
1 Write one’s own address correctly 4. Follow two-step directions heard 3. Copy paragraph with 4-5 sentences .1 Recognize words through repeated exposure 2. Identify words that rhyme in poems heard 2. Write different kinds of sentences . Recite short verses. digraphs .Cvc . Use courteous expressions in appropriate situations e.1 Use words presented under auditory discrimination in sentences READING 1. Increase one’s speaking vocabulary 1.letters of excuse.2 Memorize short verses 2.pictures . Read orally 1-2 stanza poems with correct pronunciation.observe indention.g.3 Use the glossary to get meaning of new words 3.1 Recite poems with gestures 2. Give short commands/directions . Recognize the rising and falling intonation in questions and answers heard 4. Recognize words using spelling patterns as clues e.1 Read orally or commit to memory well liked lines in a poem/selection 2. Ask and answer questions about oneself/others using . Give the main idea of a selection listened to 13 .copying from a model .g.dialogues .three-step directions 5. 1-2 stanza poems with correct intonation and stress 2. Write contractions correctly 3. punctuation and spelling .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 WRITING 1. requesting and exclamatory sentences 3.Consonant clusters in initial and final position 1. apology .two separate simple sentences .Telling. Follow simple two-step directions .name and write the parts of a letter 2. inviting someone 4.ENGLISH – GRADE III LISTENING 1.comic strips 3. Read orally conversations/dialogs observing proper intonation 4. capitalization. Identify words with – • final consonant sounds • initial and final consonant blends and clusters SPEAKING 1. stress and rhythm 2.2 Use context clues to get meaning of unfamiliar words 2. capitalization and punctuation 5. Write legibly and neatly observing correct letter form. asking.
6. Use possessive pronouns 7.2 Use the plural form of Nouns 7.present . Talk about oneself things/events 6. where questions SPEAKING 6.past . Write simple letters for a given purpose . Write the correct spelling of words learned in listening.1 Give an appropriate ending to a given situation 14 WRITING 5.2 Identify proper heading for related sentences 7. Organize ideas 7. Write from dictation different kinds of sentences with correct punctuation marks –telling.3 Construct sentences with simple subject and predicate 9. Retell best-liked parts of a story heard .compound words 7.1 Use the singular form of nouns with verbs of being 6.1 Arrange events as to .both space and time order 8. when. Predict outcomes 10. events (adjectives) READING 6. comparative and superlative forms of adjectives 9. speaking and reading 7. Note explicit and implied details from a story read .2 Identify and use language clues that signify cause-effect relationship e. animals. asking etc.1 Decode words using structural analysis .space order . as a result 10. Sequence events 8. Write a different story ending 10. Write utterances on a given situation/comic strip presented 8.3 Outline a 2-paragraph text with explicitly given main idea 8.LISTENING 6. Note details in selections listened to (1-2 short paragraphs) .1 Identify cause – effect relationship 9.prefixes .line order .future 8.2 Use the correct time expression to tell an action in the .1 Classify related ideas/concept under proper headings 7. Use words that describe persons.g.letter of apology 7.1 Use the correct form of the verb that agrees with the subject in number 8.answer who. places. Perceive relationship 9. Write sentences from a set of pictures to make a story .3 Arrange words alphabetically based on the first and second letter 9. ideas. what. Sequence events in the story listened to through pictures/groups of sentences/guided questions 8.Answer how and why questions 6. Use verbs 8. because.1 Use pronouns that agree in gender with its antecedent 8.letter of excuse .2 Number events in a story read 8.Use the positive.
Make inferences . Write a short story from a given situation 15 .LISTENING 9. Infer READING WRITING 11.Infer traits of characters based on what they do or say in a story listened to SPEAKING 10.1 Tell whether an action or event is a reality or fantasy 13. Write a different story ending 11. Talk about topics of interest in 4-5 sentences 11.2 Identify irrelevant ideas in a passage 14. Draw conclusion using picture-stimuli/passages 12. Read orally or commit to memory poems/verses 13. Fill out forms correctly • library form • Information Sheet 10.1 what have happened before or after 11. Distinguish between facts and fancy from stories heard 13.2 insight from what is read or observed 12. Evaluate ideas 13. Use expressions to show location 11.
through structural analysis . etc.hyphenated (sister-inlaw) WRITING 1. Do accurate. Write from dictation . Roy.third syllable (elementary) 3. making a project playing a game 3.two words (security guard) .words with stressed and unstressed syllables in sentences READING 1.sentences and short paragraph observing correct spelling capitalization and punctuation marks 5.g.words with silent letters . next. Recognize pauses and stops in utterances that signal meaning e.g. the boy in white/is my cousin.first syllable (library) .to interpret stress marks for correct accent .g.one word (backyard) . Get information from a conversation listened to 3. Use . Identify meaning of unfamiliar words .Show enjoyment of stories/poems read 2.ENGLISH – GRADE IV LISTENING 1. first. /ze/z/.select appropriate meaning from several meanings given . telephone conversation 16 . Write sentences/paragraphs giving simple directions in doing something e.compound words and their components words written as: .thank . Distinguish rising and falling intonation 2.g.second syllable (industrious) .breeze /th/ .prescriptions . stress on the: . Give series of directions using sequence signals e. (talking about Roy) 4.simple experiments 4.medicine labels . .to locate words using guide words 3. then. Use courteous expressions in appropriate situations e.Read orally stories/poems with correct stress and Intonation . Write the correct spelling of words with stressed and unstressed syllables e.words ending in –ph sounded as f 2. Use the dictionary . Decode words in stories read using phonetic analysis e. slow reading in order to follow common directions in: . SPEAKING 1. Identify the stressed and unstressed syllables e. Follow 3-4 step directions heard 2.g.g. (describing Roy) Roy/the boy in white is my cousin.words with affixes and inflectional endings .g.
1 Classify related ideas/concepts under proper heading 6. Write a paragraph/short story from one’s experience 7.g.thank you letter . Use the plural form of nouns in sentences e. homonyms WRITING 6. Classify related ideas from news/ stories heard 7. Write a paragraph based on an outline .letter of congratulations 8.LISTENING SPEAKING 4.letter of invitation .1 Locate answers to wh-. some.1 Identify the main idea that is implied or explicitly stated 4.use expressions denoting quantity e. nouns ending in f: chief-chiefs leaf-leaves . Renato’s bag 6. so that. etc.2 Give a heading or title for texts read 6. Ask and answer questions about oneself/others/pictures use because.g.3 Skim the general idea on what the material is about 4.1 Use possessive form of plural nouns e.interrogative . the boy’s shirt 5. Note significant details that relate to the central theme 5. Give the main idea of a selection listened to: -Tell what the story/poem/ news is about in two or three sentences 4.3 Identify sub-heading for a given heading 17 4.4 Read orally one’s best liked part of a story 5. how and why questions that are explicitly stated in the texts 5.imperative . climax in the story 6. - READING use context clues synonyms. a lot of.g. Give the main idea of a 2-paragraph text 4.exclamatory 7. Note details in a selection listened to: -identify setting.3 Find descriptive words/action words in selection read 5. characters and main events in the story 5.2 Demonstrate knowledge of story grammar by being able to identify setting.2 Evolve a title in topic form for text based on the main idea or big idea 4.4 Read orally one’s best liked part of a story 6. Use possessive form of singular nouns e. Organize ideas 6. in order 5.1 Construct simple sentences with modifiers and compliments 6. antonyms.g. Use a variety of sentences declarative . Write letters observing the correct format . suspense.
4 Outline a two-paragraph passage 6. Use words that describe persons.1 Sequence the major events/ideas in a selection 7. Infer the feelings of characters based on how they talk (volume.6 Use the outline as a guide in retelling or summarizing the story 7. events (adjectives) 10.present form .g. 10. Use prepositions and prepositional phrase e. planned activities/programs 10. Perceive relationship 8.2 Arrange a set of given events in logical order to make a story e.LISTENING SPEAKING READING 6.arrange paragraphs according to order of time/events and location 9. him. us. stress) 13. semantic maps. Write utterances/expressions on situations/comic strip presented e. animals. Compose riddles. comparative and superlative forms of regular adjectives 11. her.2 Give cause-effect relationship in paragraph/passages read 8.future 9. among in a month 11. Use object pronouns (me. Write a variety of texts . Sequence events/ideas 7. mottos. Thank you! You’re great! 12. time order space order both space and time order 8. Use adverbs of place and time 9. slogans and announcements from given stimuli e.1 Give an appropriate ending to a given situation and give justification for such ending 10.1 Use the positive.1 Use the verb that agrees with the subject in number 8. them.past . Give conclusions to situations/ news/oral report heard 12. you) 8.1 character traits from a selection read WRITING 9.riddles.g. Predict outcomes 9. Write essays . voice.g.3 Use the word because/so that to identify statements that show cause-effect 9. Infer 10. Report on a news item/radio broadcast heard Use the different verb forms (regular and irregular) .5 Outline a story read 6. Draw conclusions based on information given 18 . Predict the outcome of stories heard 10. Sequence events in the story listened to through groups of sentences/guided questions 8.letters.g.1 Use the object pronoun that agrees in number with its antecedent 7. places.1 Identify statements/events that show cause-effect relationship 8. paragraphs using a variety of sentences . sayings 11.
Evaluate ideas and make judgments 12. Write summary of story read .2 Distinguish between fact or opinion 12.4 Evaluate the likelihood that a story could really happen 12.1 Distinguish between fact and opinion SPEAKING 13.Narrative 12. Talk about topics of interest in 56 sentences READING 12.1 Tell whether an action or event is reality or fantasy 12.fable .Descriptive .fairy tale 19 .5 Determine an author’s perspective on the central topic WRITING 11. Write diaries and journals 13.LISTENING 14.3 Compare and contrast text information with prior knowledge 12. Evaluate ideas and make judgments on oral texts presented orally 14. Write paragraphs .
events Give implied ideas or information 5. Get information from news report heard 5. Give titles to paragraph/stories listened to 4.2 Identify the key sentence in a paragraph 3.g.1 Decode words in stories using structural analysis 1. Note significant details 4.1 List down important ideas/events 2.1.2 Identify the different information given to a word in a dictionary .multiple meaning of words.prefixes and suffixes 1. She’s coming.stress marks . Follow a series of directions (5 to 6 steps) 3. Use a variety of sentences .3 Identify oneself with a character in the story WRITING 1. characters and ending of stories read 4.simple .compound . Write rhymes/jingles related to the selection read 20 . character. Distinguish changes in meaning in sentences caused by shift in intonation e. 1.1 Distinguish changes in meaning of words caused by stress shift e.3 Use synonyms and antonyms 2. Write the correct spelling of words learned in listening.ENGLISH – GRADE V LISTENING 1.complex 6. Use plural form of nouns in talking about oneself/others . Write a paragraph from the pictures drawn Beginning sentence Middle Ending 4.1 Identify the setting. Get the main idea 3. Make simple and accurate descriptions and announcements 3.g.2 Draw pictures of Incidents/characters from a selection heard 4. Arranging sentences according to order of time/importance in writing a paragraph 5. Use possessive form of plural nouns .3 Use courteous expressions in conducting a club meeting READING 1. Retell selections listened to 5.3 Identify the details that support the key sentence 3. speaking and reading 2. (plain statement) She’s coming? (for confirmation) 1.2 Use the correct intonation for statements and questions 1. Note details in a selection listened to: Make a story grammar to remember details (setting.syllabication .proper nouns ending in s or z 2. Fill out school forms correctly Information Sheet Bank deposit and withdrawal slip 3.Information Sheet 3.irregular nouns 4. Decode meaning of unfamiliar words 1. Please recórd (verb) the test result in the class récord (noun) SPEAKING 1.1 Give heading to a set of related ideas 3. Follow printed directions in filling up school forms .1 words with affixes .1 Pronounce words putting stress on the correct syllable 1. Increase one’s speaking vocabulary 1.4 Skim to get a general idea on what the material is about 4.
telegrams .1 Demonstrative (who.1 Adverbs of manner and frequency 10.negative stem + positive tag READING 5. etc. herself. Give justification to a possible ending to a story heard 8.2 Use descriptive words and phrases . isn’t it. Respond in writing based on stimuli.descriptive paragraph .3 Future (going to + verb) 8. Evaluate and make judgments on oral texts presented orally 10.2 Give an appropriate ending to a selection WRITING 6.LISTENING 6. Write an ending to an incomplete story 8.announcements 10. Use words that describe Persons.1 Identify the major ideas/concept in a selection 5.2 Organize the key sentence and supporting details into an outline 5.2 Habitual past (use to + verb) 8. Ideas (adjectives) 9. + as 10.1 Use the positive.2 Give opinions about information read 10. Use adverbs10. places.1 Give possible endings to a selection 8. Perceive relationship give possible causes to a given effect and possible effects to a given cause 8. where.2 Reflexive (myself. Write .schools and community news 8.2 Use words that can function as adjectives and adverbs 10.3 Ask and answer questions about oneself/others No + negative (No.letters of invitation/request . animals. Sequence the major ideas/concept in a selection 7.1 Identify facts/opinions in a selection read 11. Identify action words/ descriptive words in sentences/paragraphs heard 9.how the story would turn out if some episodes were changed 9.) .3 Use preposition + prepositional phrase 21 9. comparative and superlative forms of adjectives 9. Evaluate ideas/make judgements 11.) 7. Draw conclusions based on information given 11. Use pronouns 7. Identify cause/effect from statements/situations heard 7. Organize ideas 5.1 Simple present for general truth 8. Use the different verb forms 8. .acceptance letter .traits of character .) 7.Yes + positive rejoinder (Yes.4 Use two-word verb 9. I’m not. Sequence events in the story listened to through groups of sentences SPEAKING 7.Science report . Write reports from writing models .3 Make a two-point outline of a 2 to 3 paragraphs 6. etc. Predict outcomes 8.positive stem + negative stem It’s a puppy. I am.television shows .as + adj.result of an observation/ experiment .descriptive/narrative .) rejoinder . Infer . Write a 2-point sentence outline 7.the general mood of expression in a selection .
g.parts of a newspaper and information from each part 12.2 Change statement to question or vice versa e.g.” Indirect – Lydia told Fe to write a letter.3 Get information from newspapers . Use library resources to get information Card catalog Atlas. Nora writes a letter. Direct – Lydia said. “Fe write a letter. Direct and indirect discourse e. 11. Write reported statements in paragraph form 11. Does Nora write a letter? 12. Talk about topics of interest in 7-8 sentences READING 11.LISTENING 11.1 Transform direct to indirect or vice versa 11.1 direct discourse to indirect 12. encyclopedia Newspapers WRITING 11. Write different texts Narrative Description Appointments Advertisements 22 . Report accurately information heard SPEAKING 11.
Write a composition showing .1 Learn some common idioms e.experiments . commands) 1. Follow a series of directions in. This is your dress. Tell the big ideas/key concepts implied in each paragraph of the story read3. (It’s definitely a dress. Use courteous expressions on appropriate situations .conclusion 2.1 Use a story grammar to show sequence of episodes in a story 23 WRITING 1. Write a summary of what was read 5.cooking 3.fiction stories 4.g. Write specific directions on given situations e. Hyperbole 2. main and secondary characters. Give the main idea of a selection listened to 2.news broadcast .g. Note details in selections listened to. questions.identify the setting. Follow a series of directions listened to .introduction .g.arrange details in order • home reading report • diaries • minutes of meeting 4.completing a chart 3.1 Reconstruct a dictated text by taking down important notes 4. Write a model composition . don’t we? You don’t buy junk food. Write from dictation 5. Sequence the key concepts/big ideas to show wholeness of the story/selection 5.Simile. interpret a diagram/road map 3.1 Give the details that support the big idea 3.Questions introduced by interrogatives READING 1.body .1 Relay information accurately using different discourse (statement.2 Use the correct intonation . Decode meaning of unfamiliar words using . Metaphor.2 Use tag questions . climax and ending of the story 5.prescriptions . Retell a selection listened to – . (It’s yours.Conducting an interview 3. Increase one’s speaking vocabulary 1.Give a report based on an interview SPEAKING 1. stone’s throw 1. Note significant details 4. Distinguish changes in meaning of sentences caused by stress e.2 Use figurative language to describe people and events .structural analysis . Sequence events of a story listened to through guided questions .labeling diagrams .negative and positive e. do you? 4.1 Read orally/recite poems cast for a verse choir 4.context clues 1.) 2.Participate in club meetings . short plays 5.Yes-No questions .1 Identify the events of the plot of a story. We get food from the forest.the dictionary •words with multiple meanings . poem.ENGLISH – GRADE VI LISTENING 1.) This is your dress.words with affixes •prefixes and suffixes .g.2 Give accurate announcements .2 State the main idea of a paragraph that is explicit or implied 4. Ask and answer questions using pictures/dialogues/comic strips 3.1 Change statements into questions 3.
Write a model composition write about one’s feelings/reactions using the correct form of the verb 8.active and passive voice .3 Give possible endings to a selection 9.1 Change statements.how the story would turn out if some episodes were changed .present perfect form . Infer . Write an outline of a story read .gerunds 5. Write reported statements in a story form 6. news. could if were 9.g. Use nouns. Use indefinite pronouns 7.expressions about future plans – hope-can. Use verbs 8. Analyze ideas as to what could happen next from stories heard 7.alternative actions taken by characters 24 WRITING 6.1 Use the different verb forms . Predict outcomes 8.1 Give other events that could happen next 8.1 Use the verb that agrees with the indefinite pronouns 8.1 Infer the mood of certain events through the speaker’s actions/ intentions/utterances 7. Write an ending to a given situation 8. heading for an outline Make a three-point outline of an expository text read 7.alternative actions taken by characters . questions. Perceive relationship Tell the relationship expressed in the selection as to cause and effect Give other possible causes to a given effect and other effects to a given cause 8.Write a two to three point sentence outline .the general mood of the selection . requests and commands to reported sentences 7.traits of character .plural of compound nouns.2 Draw pictures of incidents/characters that is possible to happen 8. 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 READING 6. measles 6. Organize ideas Make a heading/sub-heading for paragraphs in a selection Identify the key concept/ sentence that make up the story Identify the details. .1 Use nouns that are plural in form but singular in meaning e. Give possible cause/effect to situations/news stories heard SPEAKING 5. Make inferences 8.LISTENING 6. wish.
two-word adjective e. Respond in writing based on stimuli and triggers . old enough .2 degree of comparison of irregular adjectives 9. Fill out forms Information Sheet Community Tax Certificate Bank Notes 25 .1 Distinguish advertisement from propaganda 11.3 Identify author’s device to bring out his message 12.ads for work.1 Evaluate if a conclusion made is justifiable 10. Use direct and indirect discourse 12. Talk about topics of interest .1 Use card catalog.preposition and prepositional phrases READING 10. + nominal e.adjective + enough e.LISTENING SPEAKING 9. and other general references 12.g. Draw conclusions based on information given 10.2 Identify sufficient evidences to justify a conclusion/generalization 11.information . two-story building 9.g. Use the library resources effectively 12. too short for .1 Give opinions about information read 11.3 adjectives in series 10. Evaluate and make judgments 9.application letter .resume 9. almanac.use a variety of sentences .words that can function as adjective /adverb 11. atlas. Evaluate ideas/make judgement 11.degrees of comparison of adverbs . Use adverbs .g. editorials 12.Parts of a newspaper Information one gets from each part WRITING 10.2 Determine the purpose of the author 11.too + adj.directions .1 Use descriptive words and phrases .description . Use adjectives 9. Organize one’s thoughts in writing .2 Get information from newspapers and other references .
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