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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V.
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?

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_____
.
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

Listening
se e 1. Use the expressions
1. Respond appropriately to
expressions listened to*
• greeting others
• leave taking
e.g.
2. Follow simple one-step
direction heard
e.g. stand up
sit down
ENGLISH – GRADE I
Speaking Reading Writing
1. Recognize words 1. Demonstrate Writing
listened to in
commonly Readiness
appropriate situations heard through sight word Skills*
1.1 Ask and answer • courteous expression • free-hand writing
questions • one-step direction • connecting do
1.2What’s your name? 2.Identify common printed 2. Trace and copy lines*
Where do you live? materials e.g. book,
What grade are you in? newspaper
• straight
How old are you?
2.1Turn the pages of a
etc. reading • slanting
material properly
2.Give short commands • horizontal
and • curve
directions
• circular