BASIC EDUCATION CURRICULUM (Philippine Elementary Learning Competencies


JUNE 2010

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

I 100


VI 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


use appropriate expressions in varied situations and about places and topics of interest. the learner is expected to listen critically to different text types. radio broadcasts and express ideas accurately in oral and in written form. and demonstrate interest in reading to meet one’s various needs. texts for information and entertainment and respond properly to environmental prints like signs. demonstrate more independence in the use of language to meet everyday needs. word stress. At the end of Grade I. At the end of Grade V. demonstrate independence in using the basic language structure in oral and written communication. speak clearly and use appropriate expressions in talking about oneself and the immediate environment. At the end of Grade II. the learner is expected to listen critically to 1-2 paragraphs. 2 . the learner is expected to listen critically to news reports. communicate fluently and accurately orally and in writing. express ideas logically in oral and written forms.EXPECTATIONS GOAL: Access varied information and creatively use them in spoken and written forms. posters. read critically and fluently in correct thought units. the learner is expected to listen critically to get information from text heard. intonation patterns in sentences heard. common words and simple sentences in manuscript form. and read independently for pleasure and get information from various text types. commands and requests. and write legibly simple sentences and messages in cursive form. communicate one’s feeling and ideas orally and in writing with a high level of proficiency. 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. At the end of Grade IV. At the end of Grade III. the learner is expected to listen critically. the learner is expected to recognize differences in speech sounds. and write legibly information about oneself. and read with comprehension. read with ease and understanding beginners’ books in English. and read various text types materials to serve one’s own learning needs in meeting a wide range of life’s purposes.

With this arrangement. reading and writing.The Philippine Elementary Learning Competencies (PELC) The PELC is a listing of expected outcomes in the four phases of Communication Arts. Subject Matter Telling what the story/picture is about Use of this/that with singular nouns III. 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. I. 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. namely. pictures 3 . teachers can easily pick out objectives from each phase in preparing his/her lessons to show integration within learning areas. Materials: short story. speaking. listening. The expected outcomes (skills) for each component are in matrix form per grade level. The expected outcomes are stated in behavioral terms hierarchically arranged from the simplest to the most complex.

What is this? Pupil 2: That is a pencil. e. Pupil 1: This is a pupil. Teacher says: This is a bag. (Pupil 2 shows another object and repeat the sentence pattern. Speaking Show picture of a cat and say: This is a cat. This is my bag.g. talking about pets or animals they know Listening to a story Pussy Cat is big. Ask pupils to hold the picture and repeat the sentence. What is this? Guide the pupils to say – This is a bag. Listening • • Motivation – showing pictures of animals. e. 4 . She sleeps under the chair with her three little baby kittens.) (There is pupil to pupil interaction with this kind of activity.IV. The baby kittens are very small. The cat is big. Pussy Cat is always beside the baby kittens. 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. Introduce the use of that. Its color is white and black.) Let the pupils understand that – This and That refer to one object. My bag is red. Procedure A.g.

The cat says. Infusion of Values: Animals need care. pig b. Writing – Copy the sentences and fill in the blanks.” The duck says. Teacher/pupils read the story. Question: Which of the following is a good title for the story? a. Reading Teacher recalls the story used in listening. 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. “meow. The dog barks. Some animals make good pets. When the leaders show the strips of paper. 5 . My pet eats ______. The animals make different sound.C. My Pet I have a ______. D. meow. Pussy Cat and Her Kittens Present these words on the board or show pictures. 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. We should be kind to animals. “quack. Some animals give us food. Pupils read the words or give the names of the pictures. Practice: Read these sentences and give a title for each group of sentence. I call it ______. a. Its color is _____. There are many animals in the farm. the pupils holding the pictures/sentences group together to their respective leaders. Pussy Cat c. My Pet b. e.g.

“_____ is a good book. etc.) • Give a title for the set of words and sentences.” (Picture of father holding a book. neatness. orange VI. Evaluation: • • Evaluation of written work. 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. Objectives may be taught for two or more days but with different activities/exercises for each day.V. Father reads a book and says. Criterion – reference test should be administered to measure mastery of the objectives/skills taught. 6 . Fill the blank with this or that.

Respond appropriately to expressions listened to * • greeting others • leave taking SPEAKING 1.g. Sharpen visual discrimination skills * • similarities and differences of objects/pictures as to size. Demonstrate Writing Readiness Skills * • free-hand writing • connecting dots 2. 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. Recognize words commonly heard through sight word • courteous expression • one-step direction WRITING 1. Dd • rounded strokes with loops e. 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 .ENGLISH – GRADE I LISTENING 1. Identify common printed materials e.1 Turn the pages of a reading material properly 2.g Cc 3. book.g. ships make loud sounds when they arrive 3. Give short commands and directions READING 1. roosters crow in the morning. 2.g. newspaper. What’s your name? Where do you live? What grade are you in? How old are you? etc. Trace and copy lines * • straight • slanting • horizontal • curve • circular 3.g. Talk about the meaning of sound signals heard e. Nn Aa • combination of straight and curved lines e. 2.g.g. accurately in manuscript form the capital and small letters of the alphabet 3. stand up sit down 2. Write legibly. Follow simple one-step direction heard e.1 Trace and copy letter with • straight lines • combination of straight and slanting lines e.

Associate names of objects/ pictures with their printed symbols e. Recognize rising and falling intonation and meanings they signal • yes-no questions • wh. red rose 8.g.questions • identifying setting.1 Copying from a model • name. Read orally high frequency words in running print – Dolch Use singular form of nouns Basic Sight Word • this/that is with objects 6. events 8.1 Use the pronoun that agrees in gender with its antecedent 7. grade. Tell what the picture or a series of pictures is about 7. /f/ vs. Identify words that rhyme in poems/jingles 6. Answer wh-questions based on stimuli presented Objects: • composite pictures • experience charts 8 5. Write from dictation • common words • phrases • simple sentence . school 5. Copy paragraph with 2 to 3 sentences • use the correct punctuation mark 8 Note details in a selection heard • answering wh.g. Produce words listened to with • initial and final consonant sounds • initial and medial vowel sounds READING 4. jingles with correct intonation and stress 6. /e/ vs. jingles WRITING 4.g. Talk about oneself/others/things 6. title. table of contents noun 7. /p/.2 Dolch Basic Sight Word • days of the week 7 Give the main idea of a selection heard 6. characters. poems. Recite rhymes. Use verbs • simple present form 7. a garden scene • solo picture e.cover.2 Identify the parts of a book • these are/those are + . Write the letters of the alphabet according to: • grouping • proper sequence 5. Sing/act rhymes. Use personal pronouns 7. Identify speech sounds heard • initial and final consonant and vowel sounds e. words with • initial and final consonant sounds • critical consonant and vowel sounds 5.LISTENING 4.1 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.questions • statement 5.g. /iy/ SPEAKING 4.1 Tell what the story is about • composite picture e. Write words and phrases 5.

last in a series of pictures 11. READING 9.g. Write names of common objects learned in listening and speaking • common signs in the classroom 9 Tell the sequence of events in a 8. Infer the feeling/traits of characters in a story heard 11. Talk about topics of interest in 2-3 sentences 10. second.g. is.2 Use the verb to be (am. Perceive relationship • source e.set of sentences 10. eyes-face 12. Write sentences using synonyms and antonyms to describe objects 11.set of related pictures . 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. Use words that describe persons. Happy Birthday .1 Use –ing form of the verb in response to: • What is _____ doing? ____ is cooking. Infer 13. • What are _____ doing? ____ are playing. are) story heard through pictures with nouns and pronouns as subject 8.1 what a person or animal does 13. places (adjectives) 9.g.2 what have happened before/after an event 9 WRITING 8. Organize ideas • Grouping pictures based on similar ideas • Select appropriate heading for a: . Compose greetings in cards e.LISTENING 8. table-trees • part-whole e.1 Select the details of a story heard from a set of pictures SPEAKING 8. egg-chicken • function e.3 Use the simple past form of the verb (regular verb) 10 Act out best liked parts of story heard 9.1 Use the positive form of regular adjectives 9.g.1 Tell what happened first. Write sentences about one’s self and family 12. animals. React to what the character said/did on a story listened to 10.set of words/phrases .

1 Discriminate speech sounds heard . Increase one’s vocabulary by learning synonyms and antonyms of common words 2.1 Write common abbreviations e. Ask and answer questions 2.1 Read automatically high frequency words in running print 1.words with diphthongs 1.initial and medial vowel sounds .offering help READING 1.2 Use courteous expressions in appropriate situations . /z/ /∂e/ vs.g.g. /s/ vs.1 Use short answer forms to questions e.consonant clusters in initial and final position . 3.questions . Improve pronunciation skills 1. pictures with printed symbols 1. Pantomime/act out rhymes and jingles 4.statements 2. Copy paragraph observing indention. Copy legibly.initial and medial vowel sounds .2 Copy words in alphabetical order 3. Identify words that rhyme in 2-3 stanza poems 4.c–v–v–c . Recite short verses.wh.critical vowel sounds 1.1 Follow printed directions for test taking 4. subjects.2 Recognize words using spelling patterns. Copy poems/rhymes accurately 5..consonant clusters and blends in initial/final position WRITING 1.taking leave .1 Feel the rhythm through clapping.initial consonant blends . the beginning letter of the first word in a sentence 1. names of persons. /ey/ SPEAKING 1. .g Mr. two-stanza poems with correct intonation and stress 10 . Mrs. Use capital letters in writing one’s address. Identify speech sounds heard .critical consonant and vowel sounds e.yes-no questions . Recognize the rising and falling intonation in: .c–v–c–c . Associate names of objects. Give commands/directions two-step direction 3. Demonstrate readiness skills in cursive writing 2. accurately and neatly in manuscript form of a given text sentences paragraph rhymes/poems learned 2.critical consonant sounds . Do accurately slow reading to follow a simple one-step direction 3.1 Use . Who is your teacher? Does the dog bark? 2. Follow simple one-step directions heard 3.ENGLISH – GRADE II LISTENING 1.words with diphthong . etc. capitalization and punctuation 4. 1.initial consonant blends .greeting others .

This/that with singular form of nouns . Sequence events 7.2 Tell what the set of related pictures is about .Tell what the story is about SPEAKING 5. animals.4 Use positive/negative form of auxiliary verbs 5.identify characters.Days of the week . His.5 Use two-word verb 6.2 Tell what happened before/after an event 7. Talk about oneself/others things/ events 5. Note details in selection listened to 3. Note details in short paragraph. Write from dictation .2 Use the -ing form of verbs (verbs of being) 5.Use the pronoun that agrees in gender with its antecedent READING 5.1 Group pictures showing similar ideas 5.1 Use nouns . Give the main idea of a selection listened to .1 Use simple present form of verbs with singular/plural nouns as subject 5.2 Use possessive pronouns (My. 7.Plural form of regular noun .3. second.2 Identify words/phrases sentences that go with a given concept/idea 7.Address 6.These are/those are with plural noun 5. Her.3 Use verbs 5. You.3 Arrange words alphabetically based on the first letter 11 8. setting etc.3.4 Distinguish big ideas from small ideas 7.1 Note explicit details .Sentences in paragraph form 3. Use adjectives to describe people. Write the correct spelling of words learned in auditory discrimination .descriptive words .3 Group similar ideas under proper heading WRITING Write important dates.1 Answer wh-questions 7. Retell best-liked parts of a story heard 5. stories read 4.2 Note implied details 5.Simple sentences . poems.3 Use the simple past of the verbs commonly used 5. etc.LISTENING 5. Your) . abbreviations in cursive . places Use the positive form of regular adjectives 4.1 Tell what happened first.Phrases .3.3. of the story 5.Birthday . Act out best-liked parts of a story heard 7. Organize ideas 5. Get the main idea 3. Write sentences/short paragraph about the pictures 3. Use preposition and prepositional phrase 8.Months .Give the appropriate heading for a set of • pictures • sentences 3.3.

what have happened before/ after an event 11.1 Tell the possible ending of a situation presented through pictures 10. Give a possible ending to a situation/story heard 9.2 Write short notes to friends/family member 12 .2 Infer details in passages that are not signaled explicitly WRITING 9.2 Give events that could happen next 11. Write a different story ending to a story read/heard 9. Talk about topics of interest in 3-4 sentences READING 8. Make inferences Infer hidden information from oral texts 10.LISTENING 9. Infer . Perceive relationship shown in pictures 8. Predict outcomes 9.1 Prepare an invitation card based on a model 10. Impersonate well-liked characters in a story heard SPEAKING 8. Write sentences from a picture stimulus 10. Write a composition about a given topic 10.1 Identify the cause of a given effect 8.

name and write the parts of a letter 2.letters of excuse.dialogues . Give short commands/directions . digraphs . Give the main idea of a selection listened to 13 .pictures .Cvc .Consonant clusters in initial and final position 1. capitalization and punctuation 5.Telling.2 Memorize short verses 2. Identify words that rhyme in poems heard 2.ENGLISH – GRADE III LISTENING 1. Ask and answer questions about oneself/others using . Write different kinds of sentences . Recite short verses.two separate simple sentences .copying from a model . capitalization.1 Recite poems with gestures 2.1 Write one’s own address correctly 4.g. Recognize words using spelling patterns as clues e.observe indention.g.2 Use context clues to get meaning of unfamiliar words 2. Write contractions correctly 3. 1-2 stanza poems with correct intonation and stress 2. asking. Use courteous expressions in appropriate situations e. Increase one’s speaking vocabulary 1.comic strips 3. stress and rhythm 2.1 Read orally or commit to memory well liked lines in a poem/selection 2.three-step directions 5.1 Use words presented under auditory discrimination in sentences READING 1. inviting someone 4. Write legibly and neatly observing correct letter form.1 Recognize words through repeated exposure 2. requesting and exclamatory sentences 3. punctuation and spelling .compound sentences 5.3 Use the glossary to get meaning of new words 3. Copy paragraph with 4-5 sentences . Follow simple two-step directions . Recognize the rising and falling intonation in questions and answers heard 4. Get the main idea distinguish big ideas from small ideas give appropriate title for a paragraph identify key sentence in a paragraph WRITING 1. Follow two-step directions heard 3. Read orally conversations/dialogs observing proper intonation 4. apology . Identify words with – • final consonant sounds • initial and final consonant blends and clusters SPEAKING 1. Read orally 1-2 stanza poems with correct pronunciation.

speaking and reading 7.3 Outline a 2-paragraph text with explicitly given main idea 8. because.2 Use the plural form of Nouns 7. comparative and superlative forms of adjectives 9. Use possessive pronouns 7. Use verbs 8.g. what. Write sentences from a set of pictures to make a story . animals. asking etc.answer who.both space and time order 8.2 Identify and use language clues that signify cause-effect relationship e. Write a different story ending 10.letter of excuse .2 Number events in a story read 8. Sequence events in the story listened to through pictures/groups of sentences/guided questions 8. Talk about oneself things/events 6.present . Write utterances on a given situation/comic strip presented 8.2 Identify proper heading for related sentences 7. events (adjectives) READING 6. Perceive relationship 9. ideas.Use the positive. Use words that describe persons.1 Give an appropriate ending to a given situation 14 WRITING 5.1 Identify cause – effect relationship 9. 6. as a result 10.1 Use pronouns that agree in gender with its antecedent 8. Note explicit and implied details from a story read .prefixes .LISTENING 6.future 8.letter of apology 7. Write from dictation different kinds of sentences with correct punctuation marks –telling. Organize ideas 7. places. Predict outcomes 10. Note details in selections listened to (1-2 short paragraphs) .1 Use the singular form of nouns with verbs of being 6.compound words 7.Answer how and why questions 6.3 Construct sentences with simple subject and predicate 9.3 Arrange words alphabetically based on the first and second letter order . where questions SPEAKING 6.1 Decode words using structural analysis .2 Use the correct time expression to tell an action in the .1 Use the correct form of the verb that agrees with the subject in number 8.line order . Write the correct spelling of words learned in listening.1 Classify related ideas/concept under proper headings 7. when. Sequence events 8. Retell best-liked parts of a story heard .1 Arrange events as to .past . Write simple letters for a given purpose .

Draw conclusion using picture-stimuli/passages 12. Use expressions to show location 11.1 Tell whether an action or event is a reality or fantasy 13. Write a short story from a given situation 15 . Talk about topics of interest in 4-5 sentences 11. Fill out forms correctly • library form • Information Sheet 10. Distinguish between facts and fancy from stories heard 13.2 insight from what is read or observed 12. Write a different story ending 11.LISTENING 9. Infer READING WRITING 11.2 Identify irrelevant ideas in a passage 14. Make inferences . Evaluate ideas 13.1 what have happened before or after 11.Infer traits of characters based on what they do or say in a story listened to SPEAKING 10. Read orally or commit to memory poems/verses 13.

sentences and short paragraph observing correct spelling capitalization and punctuation marks 5.g.g. Use courteous expressions in appropriate situations e.words ending in –ph sounded as f 2. Write sentences/paragraphs giving simple directions in doing something e. Distinguish rising and falling intonation 2.g. Give series of directions using sequence signals e. Identify meaning of unfamiliar words .two words (security guard) .Show enjoyment of stories/poems read 2. Follow 3-4 step directions heard 2.thank . the boy in white/is my cousin. /ze/z/. etc.g. Get information from a conversation listened to 3.simple experiments 4.first syllable (library) .one word (backyard) .prescriptions .through structural analysis . (talking about Roy) 4.breeze /th/ .words with stressed and unstressed syllables in sentences READING 1. slow reading in order to follow common directions in: .hyphenated (sister-inlaw) WRITING 1. (describing Roy) Roy/the boy in white is my cousin.g.g.ENGLISH – GRADE IV LISTENING 1.words with silent letters . SPEAKING 1.third syllable (elementary) 3. Write from dictation . Identify the stressed and unstressed syllables e.second syllable (industrious) .select appropriate meaning from several meanings given . first. Roy.words with affixes and inflectional endings .compound words and their components words written as: .g. then. making a project playing a game 3. Recognize pauses and stops in utterances that signal meaning e. Do accurate. .to interpret stress marks for correct accent .to locate words using guide words 3.medicine labels . telephone conversation 16 . next. stress on the: . Use .Read orally stories/poems with correct stress and Intonation . Write the correct spelling of words with stressed and unstressed syllables e. Decode words in stories read using phonetic analysis e. Use the dictionary .

Ask and answer questions about oneself/others/pictures use because. Use the plural form of nouns in sentences e. some. characters and main events in the story 5. Note details in a selection listened to: -identify setting. climax in the story 6.g.4 Read orally one’s best liked part of a story 5.2 Give a heading or title for texts read 6.1 Construct simple sentences with modifiers and compliments 6. etc. homonyms WRITING 6. Organize ideas 6.g. antonyms.1 Identify the main idea that is implied or explicitly stated 4. Write a paragraph/short story from one’s experience 7.3 Identify sub-heading for a given heading 17 4. Write a paragraph based on an outline .LISTENING SPEAKING 4.3 Find descriptive words/action words in selection read 5. how and why questions that are explicitly stated in the texts 5. a lot of. Give the main idea of a 2-paragraph text 4.use expressions denoting quantity e. Use possessive form of singular nouns e.g. suspense.4 Read orally one’s best liked part of a story 6.g. in order 5.2 Evolve a title in topic form for text based on the main idea or big idea 4. so that.1 Use possessive form of plural nouns e.1 Locate answers to wh-. - READING use context clues synonyms. Note significant details that relate to the central theme 5. Classify related ideas from news/ stories heard 7.thank you letter . nouns ending in f: chief-chiefs leaf-leaves . Renato’s bag 6.letter of congratulations 8. Use a variety of sentences declarative . Write letters observing the correct format .2 Demonstrate knowledge of story grammar by being able to identify setting.3 Skim the general idea on what the material is about 4.exclamatory 7. the boy’s shirt 5.letter of invitation . Give the main idea of a selection listened to: -Tell what the story/poem/ news is about in two or three sentences 4.interrogative .imperative .1 Classify related ideas/concepts under proper heading 6.

future 9. us. time order space order both space and time order 8. animals. Sequence events/ideas 7.LISTENING SPEAKING READING 6.g. slogans and announcements from given stimuli e. you) 8.g. Predict the outcome of stories heard 10.4 Outline a two-paragraph passage 6.arrange paragraphs according to order of time/events and location 9.2 Arrange a set of given events in logical order to make a story e. Draw conclusions based on information given 18 . her. voice. Report on a news item/radio broadcast heard Use the different verb forms (regular and irregular) .g.1 Give an appropriate ending to a given situation and give justification for such ending 10. events (adjectives) 10. paragraphs using a variety of sentences .6 Use the outline as a guide in retelling or summarizing the story 7.1 character traits from a selection read WRITING 9.1 Use the object pronoun that agrees in number with its antecedent 7. Perceive relationship 8.past .g. him.letters. Use words that describe persons. semantic maps. Infer the feelings of characters based on how they talk (volume. them. Thank you! You’re great! 12. Write utterances/expressions on situations/comic strip presented e. Write essays .riddles. planned activities/programs 10. 10. stress) 13.1 Use the verb that agrees with the subject in number 8.1 Identify statements/events that show cause-effect relationship 8. Use object pronouns (me. Compose riddles. Predict outcomes 9. among in a month 11. mottos. Give conclusions to situations/ news/oral report heard 12. Infer 10. sayings 11. Use adverbs of place and time 9.5 Outline a story read 6.1 Use the positive. places. Sequence events in the story listened to through groups of sentences/guided questions 8. Write a variety of texts . Use prepositions and prepositional phrase e.present form . comparative and superlative forms of regular adjectives 11.3 Use the word because/so that to identify statements that show cause-effect 9.1 Sequence the major events/ideas in a selection 7.2 Give cause-effect relationship in paragraph/passages read 8.

Narrative 12.fable .4 Evaluate the likelihood that a story could really happen 12.1 Distinguish between fact and opinion SPEAKING 13.2 Distinguish between fact or opinion 12. Write summary of story read . Talk about topics of interest in 56 sentences READING 12. Evaluate ideas and make judgments on oral texts presented orally 14. Write paragraphs .LISTENING 14.3 Compare and contrast text information with prior knowledge 12. Evaluate ideas and make judgments 12.fairy tale 19 .Descriptive .1 Tell whether an action or event is reality or fantasy 12.5 Determine an author’s perspective on the central topic WRITING 11. Write diaries and journals 13.

Follow a series of directions (5 to 6 steps) 3.1 Decode words in stories using structural analysis 1. (plain statement) She’s coming? (for confirmation) 1. Decode meaning of unfamiliar words 1.1. Get the main idea 3.g.3 Identify the details that support the key sentence 3. Use possessive form of plural nouns .compound . events Give implied ideas or information 5.complex 6. Arranging sentences according to order of time/importance in writing a paragraph 5. speaking and reading 2.multiple meaning of words.ENGLISH – GRADE V LISTENING 1. Fill out school forms correctly Information Sheet Bank deposit and withdrawal slip 3.3 Identify oneself with a character in the story WRITING 1. She’s coming.2 Identify the different information given to a word in a dictionary .Information Sheet 3. Use plural form of nouns in talking about oneself/others . Distinguish changes in meaning in sentences caused by shift in intonation e. Write a paragraph from the pictures drawn Beginning sentence Middle Ending 4. Use a variety of sentences .1 Give heading to a set of related ideas 3.irregular nouns 4.1 Distinguish changes in meaning of words caused by stress shift e.2 Draw pictures of Incidents/characters from a selection heard 4. Get information from news report heard 5.2 Use the correct intonation for statements and questions 1.1 words with affixes .prefixes and suffixes 1.3 Use synonyms and antonyms 2.4 Skim to get a general idea on what the material is about 4.3 Use courteous expressions in conducting a club meeting READING 1. character. Write the correct spelling of words learned in listening.syllabication .2 Identify the key sentence in a paragraph 3. Note significant details 4.proper nouns ending in s or z 2. Write rhymes/jingles related to the selection read 20 . Please recórd (verb) the test result in the class récord (noun) SPEAKING 1. Note details in a selection listened to: Make a story grammar to remember details (setting. Follow printed directions in filling up school forms . Increase one’s speaking vocabulary 1.1 Pronounce words putting stress on the correct syllable 1.1 List down important ideas/events 2. Make simple and accurate descriptions and announcements 3. characters and ending of stories read 4.stress marks . Retell selections listened to 5.1 Identify the setting. 1.g. Give titles to paragraph/stories listened to 4.simple .

Science report .LISTENING 6. Infer . etc. Give justification to a possible ending to a story heard 8. Use the different verb forms 8. Sequence the major ideas/concept in a selection 7.traits of character . . Write reports from writing models . Write . Ideas (adjectives) 9. where. herself.1 Use the positive.television shows . Respond in writing based on stimuli. Write a 2-point sentence outline 7.) 7.3 Future (going to + verb) 8.acceptance letter .) rejoinder .3 Use preposition + prepositional phrase 21 9.2 Reflexive (myself.2 Habitual past (use to + verb) 8.letters of invitation/request .telegrams .1 Demonstrative ( + adj.the general mood of expression in a selection .2 Use descriptive words and phrases . comparative and superlative forms of adjectives 9.positive stem + negative stem It’s a puppy.1 Identify facts/opinions in a selection read 11. isn’t it. Identify cause/effect from statements/situations heard 7. Identify action words/ descriptive words in sentences/paragraphs heard 9.1 Simple present for general truth 8. + as 10. I am. Use words that describe Persons. Use adverbs10.1 Adverbs of manner and frequency 10.3 Make a two-point outline of a 2 to 3 paragraphs 6.Yes + positive rejoinder (Yes.1 Give possible endings to a selection 8.) the story would turn out if some episodes were changed 9.2 Organize the key sentence and supporting details into an outline 5.2 Give an appropriate ending to a selection WRITING 6.descriptive paragraph . etc.result of an observation/ experiment .announcements 10. I’m not.schools and community news 8. Predict outcomes 8.2 Use words that can function as adjectives and adverbs 10.2 Give opinions about information read 10.descriptive/narrative . places.negative stem + positive tag READING 5. Evaluate and make judgments on oral texts presented orally 10. Sequence events in the story listened to through groups of sentences SPEAKING 7.3 Ask and answer questions about oneself/others No + negative (No. Use pronouns 7. Draw conclusions based on information given 11. Perceive relationship give possible causes to a given effect and possible effects to a given cause 8. animals.4 Use two-word verb 9. Organize ideas 5.) . Write an ending to an incomplete story 8.1 Identify the major ideas/concept in a selection 5. Evaluate ideas/make judgements 11.

Does Nora write a letter? 12.g. Write reported statements in paragraph form 11. “Fe write a letter. Report accurately information heard SPEAKING 11.1 Transform direct to indirect or vice versa 11. Write different texts Narrative Description Appointments Advertisements 22 . Direct and indirect discourse e. Use library resources to get information Card catalog Atlas.g.1 direct discourse to indirect 12. Direct – Lydia said.LISTENING 11.2 Change statement to question or vice versa e. 11.” Indirect – Lydia told Fe to write a letter. Nora writes a letter. encyclopedia Newspapers WRITING 11.3 Get information from newspapers . Talk about topics of interest in 7-8 sentences READING of a newspaper and information from each part 12.

context clues 1. Write from dictation 5. Follow a series of directions in.1 Change statements into questions 3. don’t we? You don’t buy junk food. interpret a diagram/road map 3.1 Read orally/recite poems cast for a verse choir 4.identify the setting.the dictionary •words with multiple meanings . Note details in selections listened to.g. 3.prescriptions .Participate in club meetings .1 Reconstruct a dictated text by taking down important notes 4. Note significant details 4. (It’s definitely a dress. Give the main idea of a selection listened to 2.2 Use tag questions .1 Use a story grammar to show sequence of episodes in a story 23 WRITING 1.Yes-No questions .g. Sequence events of a story listened to through guided questions .2 State the main idea of a paragraph that is explicit or implied 4.introduction .words with affixes •prefixes and suffixes . main and secondary characters. This is your dress.Conducting an interview 3. Increase one’s speaking vocabulary 1. Use courteous expressions on appropriate situations .1 Identify the events of the plot of a story.g.Questions introduced by interrogatives READING 1.2 Use the correct intonation .completing a chart 3.Simile. Sequence the key concepts/big ideas to show wholeness of the story/selection 5. (It’s yours.fiction stories 4.) This is your dress.conclusion 2. Distinguish changes in meaning of sentences caused by stress e. commands) 1. do you? 4.) 2.Give a report based on an interview SPEAKING 1.g.2 Use figurative language to describe people and events .body . climax and ending of the story 5. Tell the big ideas/key concepts implied in each paragraph of the story read3. short plays 5. Ask and answer questions using pictures/dialogues/comic strips broadcast .labeling diagrams . Write specific directions on given situations e.2 Give accurate announcements . questions. Write a model composition . stone’s throw 1.structural analysis .experiments . Metaphor. Hyperbole 2.arrange details in order • home reading report • diaries • minutes of meeting 4.1 Give the details that support the big idea 3. Write a summary of what was read 5. Retell a selection listened to – .negative and positive e.1 Relay information accurately using different discourse (statement. Decode meaning of unfamiliar words using .1 Learn some common idioms e. We get food from the forest.ENGLISH – GRADE VI LISTENING 1. Follow a series of directions listened to . Write a composition showing .

Write reported statements in a story form 6.traits of character . 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 the verb that agrees with the indefinite pronouns 8. Use verbs 8.3 Give possible endings to a selection 9. measles 6.1 Use the different verb forms . Write an outline of a story read .expressions about future plans – hope-can. Use indefinite pronouns 7.plural of compound nouns. news.alternative actions taken by characters 24 WRITING 6. Write an ending to a given situation and passive voice .g.LISTENING 6.2 Draw pictures of incidents/characters that is possible to happen 8. Infer . wish. questions.Write a two to three point sentence outline . Analyze ideas as to what could happen next from stories heard 7.1 Infer the mood of certain events through the speaker’s actions/ intentions/utterances 7.1 Change statements. Write a model composition write about one’s feelings/reactions using the correct form of the verb 8. could if were 9.present perfect form . 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.gerunds 5. Use nouns.the general mood of the selection . heading for an outline Make a three-point outline of an expository text read 7. requests and commands to reported sentences 7.1 Use nouns that are plural in form but singular in meaning the story would turn out if some episodes were changed .1 Give other events that could happen next 8. Make inferences 8. .alternative actions taken by characters . Predict outcomes 8. 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. Give possible cause/effect to situations/news stories heard SPEAKING 5.

two-story building 9.degrees of comparison of adverbs . Evaluate and make judgments 9. and other general references 12.1 Give opinions about information read 11.g.words that can function as adjective /adverb 11.g. Fill out forms Information Sheet Community Tax Certificate Bank Notes 25 .3 Identify author’s device to bring out his message 12. Evaluate ideas/make judgement 11.preposition and prepositional phrases READING 10.resume 9.two-word adjective e.2 Determine the purpose of the author 11. Respond in writing based on stimuli and triggers .use a variety of sentences .ads for work.description .LISTENING SPEAKING 9.1 Evaluate if a conclusion made is justifiable 10. editorials 12.Parts of a newspaper Information one gets from each part WRITING 10.adjective + enough e.directions .information .2 Identify sufficient evidences to justify a conclusion/generalization 11. Use the library resources effectively 12.too + adj. Talk about topics of interest . Use direct and indirect discourse 12.2 Get information from newspapers and other references .g. too short for . + nominal e.1 Distinguish advertisement from propaganda 11. almanac.1 Use descriptive words and phrases . old enough . Draw conclusions based on information given 10. Organize one’s thoughts in writing .2 degree of comparison of irregular adjectives 9. Use adjectives 9.3 adjectives in series 10.application letter . atlas. Use adverbs .1 Use card catalog.

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