BASIC EDUCATION CURRICULUM

(P h i lip p in e Ele m e n ta ry Le a rn in g Co m p e te n c i e s )

EN GLIS H
 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.

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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 - spelling lessons
- enrichment/reinforcement for fast learners - writing (practice)
- remediation for slow learners - 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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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.
Listening
Standards:
Pupils recognize differences in
speech sounds, and intonation
patterns in sentences heard
Pupils manifest understanding of
text listened to
Competencies:
1. Identify specific sounds from a
background of different sounds heard
1.1 Distinguish loud from soft sound
1.2 Distinguish high from low sound
1.3 Distinguish similar from
dissimilar sounds
1.3.1 Identify similar sounds
1.3.2 Identify dissimilar sounds
1.4 Distinguish the number of
different sounds heard
1.4.1 Distinguish one, two,
three sounds
1.4.2 Identify one-sound
utterances (e.g. one tap
for s…)
1.4.3 Identify two-sound
utterances (e.g. two taps
for sht…)
Grade One
Speaking
Standards:
Pupils produce simple words
applying the correct blending of
sounds
Pupils use appropriate expressions
in talking about oneself, things in
the immediate environment and in
dealing with other people
Competencies:
1. Talk about the meaning of sounds
heard (e.g. Roosters crow in the
morning. Ships make loud sounds
when arriving/departing.)
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Reading Writing
Standards: Standards:
Pupils recognize letters sounds, and Pupils apply the correct strokes in
words and use them in reading writing letters of the alphabet in
simple sentences
manuscript form
Pupils manifest understanding of
the basic facts and ideas in what Pupils write legibly information
they have read using about oneself, common words and
comprehension strategies to simple sentences in manuscript
manifest understanding of the text form observing correct spelling,
punctuation, capitalization and
Pupils show understanding and spacing
enjoyment of the story through
literary appreciation activities
Pupils follow common instructions
in the school and community
Competencies: Competencies:
1.1 Identify the front cover, back 1. Demonstrate writing readiness skills
cover, table of contents and title  free hand drawing
page of a book  connecting dots
1.2 Care of books  trace and copy lines
1.3 Identify common printed materials - straight
like books, newspapers, - slanting
magazines, flyers and on-line - horizontal
information, posters - curve
1.4 Follow words from left-to-right and - circular
from top to bottom on the printed
page
1.5 Recognize that sentences in print
are made up of separated words
1.6 Distinguish letters from words
1.7 Recognize and name all uppercase
and lowercase of the alphabet
 Listening
1.4.4 Identify three-sound
utterances (three taps for
art..)
1.5 Distinguish the position of
sounds in short utterances
1.5.1 Identify initial sounds
1.5.2 Identify final sounds
2. Identify letter sounds
correspondence
1.1 Identify initial and final
consonant sounds
1.2 Identify vowel sound
1.3 Identify diphthongs
3. Identify words that rhyme in poems/
jingles
Speaking
2. Produce words with
 initial consonant
 final consonant
 simple vowel sounds (initial and
medial)
 critical consonant sounds
/p/ as in pan and /f/ as in fan
/ch/ as in chin, church
/th/ as in thin and /dh/ as in
then
/b/ base and /v/ as in vase
/sh/ as in she and /zh/ as in
vision
/dz/ as in judge
 critical vowel sounds
/ae/, /e/, / / as in cup, ago,
burn
 diphthongs
/aw/, /ow/, /uw/, /ay/, /oy/
3. Recite rhymes, jingles and raps with
correct intonation and stress (Include
rhymes, jingles and songs about
body parts, plants and animals)
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Reading
2. Associate names of objects/ pictures
with their printed symbols
 words with initial and final
consonant sounds
 words with initial and medial
vowel sounds
 words with critical consonant and
vowel sounds
3. Sharpen visual discrimination skills
3.1 Note similarities and
differences of objects/pictures
as to size, length
3.2 Identify missing parts of
pictures
3.3 Follow left-to-right eye
movement
3.4 Identify letters as to letter
form
 big/small
 similar/different in a group
 critical letter
3.5 Recognize words that rhyme in
poems/jingles/raps
3.6 Read orally simple one-syllable
and high frequency words (eg.
Dolch Basic Sight Word, Fry’s
List)
Writing
2. Write legibly and accurately in
manuscript form the capital and
small letters of the alphabet.
2.1 Trace & copy letters with
straight lines
2.2 Trace and copy letters with
combination of straight and
slanting lines,
e.g. Nn Aa
2.3 Trace and copy letters with
combination of straight & curve
lines
e.g. Dd
2.4 Trace and copy letters with
rounded strokes and loops
e.g. Cc
3. Copying from a model, write words
and phrases from
poems/jingles/raps heard
3.1 Copy words and phrases from
basic sight words
3.2 Copy from a model, simple
patterned greeting
cards/invitations, etc.
3.3 Write the letters of the
alphabet according to:
 grouping
 proper sequence
 Listening
4. Recognize rising and falling
intonation and meanings they signal
 yes-no questions
 wh- questions
 Statements
(Use science concepts
(e.g. What animals are found in your
neighborhood?)
5. Recognize appropriate courteous
expressions in given situations
6. Give the main idea of a selection
heard
 Giving titles to five-sentence
paragraphs/rhymes listened to
7. Note details in a selection heard
 Answer wh- question
 Identify setting/characters/events
 Select the details of a story heard
from a set of pictures (Use science
texts)
8. Group the details in the story
listened to under similar ideas
Speaking
4. Use courteous expressions in
appropriate situations
 greeting others
 asking to leave
 offering help
 expressing apology
 asking somebody a favor
 expressing the same meaning
in different ways)
5. Use short answer form
 wh- questions
 personal history
 What’s your name?
 Where do you live?
 What grade are you in?
 How old are you? Etc.
6. Give simple 1-2 step directions
e.g. Open your book.
Go to the board.
Write your name.
7. Identify objects in the
classroom/home
7.1 Name objects using a, an
7.2 Name objects using This is, That
is (Include plants and animals)
8. Use the plural form of nouns
8.1 Form the plural of regular nouns
(adding s or es)
8.2 Form the plural of commonly
used/heard irregular nouns
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Reading Writing
4.1 Increase one’s vocabulary thru 4. Capitalize the first word of a
context sentence, names of people, etc
 gestures/actual
demonstration
 pictorial representations/rap
 words about family members,
days, months, celebration
 labels and signs in school
4.2 Identify synonyms and antonyms
4.3 Use synonyms and antonyms
5. Tell what the picture or a series of 5. Write words and phrases following a
pictures is about (composite picture model
e.g. a garden scene, solo picture e.g. e.g. name, birthday, grade, school,
red rose) address, parents’ name (e.g. in
5.1 Tell what the picture or set of the garden
picture is about
 Tell what happened first,
second, last in a series of
pictures (process, stages)
5.2 Answer wh-questions based on
stimuli presented
 composite pictures
 experience charts
5.3 Group pictures based on similar
ideas
5.4 Select appropriate heading for a
 set of pictures
 set of words/phrases
 set of sentences
6. Tell the sequence of natural events 6. Write the correct spelling of names of
 plant growth common objects and signs learned in
 life stages of animals and people listening and speaking
7. Perceive relationship 7. Copy paragraph with 2-3 sentences
 source (e.g. egg-chicken) with correct punctuation marks (Use
 function (e.g. table-tree) of punctuation marks e.g. period &
 part to whole (e.g. eyes-face) question mark)
8. Make inference 8. Write from dictation
8.1 Infer what a person or animal  words
does  phrase
8.2 Infer what had happened  simple sentences
before/after an event
 Listening Speaking Reading Writing
8.3 Name objects using These are,
Those are
8.4 Name objects using the /
di /, the /da /
8.5 Name objects using some

9. Tell the sequence of events in a
story heard through pictures (Science
concepts)
9. Use cardinal and ordinal 9. Predict outcomes 9. Write sentences about
numbers 9.1 Give the possible ending of a oneself/things/others
e.g. one, two, etc. series of pictures/ given events
first, second, etc. 9.2 Tell what would happened next
to a set of pictures

10. Describe objects using one-half
10. Infer the feeling/ traits of of, one third of, and one fourth
characters in a story heard of
10. Impersonate well liked
characters in the short story
read
(React on the characters in the
story impersonated)
10. Write sentences using synonyms or
antonyms to describe events,
persons, animals, places and
objects

11. Identify cause of a given effect
Identify effect of a given cause
12. Give a possible ending to a
situation/story heard
13.React to what the character said/did
in the story heard
11. Use prepositions to show 11. Do accurate slow reading in 11. Write sentences using verbs and
location order to follow common adjectives already learned
on, in, at, directions in school and
( Use prepositional phrases community
e.g. on the table, in the basket)  Canteen this way
 STOP
12. Use a personal pronoun in talking  SILENCE
about oneself and others
12.1 Use I in talking about
oneself
12.2 Use you in addressing a
person spoken to
12.3 Use he/she in talking
about a boy or a girl
12.4 Use we when talking about
persons including oneself
(Ask questions to generate the
above structures)
13. Use possessive pronouns in
talking about personal and
another persons’ belongings
13.1 Use my/mine in talking
about one’s personal
belongings
13.2 Use your/yours in talking
about another person’s
belongings
13.3 Use his/her, his/hers in

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Listening Speaking Reading Writing
talking about a boy’s or a
girl’s belongings
13.4 Use their/theirs when
talking about two or more
than two person’s
belongings
(Ask questions like whose?)
14. Describe persons, animals, things,
and places using the positive form of
regular adjectives
14.1 Identify adjectives
14.2 Use appropriate adjectives in
describing persons, animals,
things, places and events
15. Talk about one’s activities/
responsibilities in school and at
home
15.1 Use the -ing form of verbs
(Use verbs in science context)
- in statements
e.g. I am /He is
brushing my/his teeth.
- in questions:
e.g. What are you doing?
15.2 Use the simple present form
of the verb to indicate
habitual action and general
truths (e.g. The sun rises in
the east)
15.2.1 Form the singular
of verbs
15.2.2 Use the singular/
plural form of verbs
15.3 Use present form of verb “to
be” (am, is, are)
15.3.1 Use present form of
verb “be” with other
nouns as subjects and
nouns and adjectives
as predicates
15.3.2 Use present form of
verb “be” with
pronouns as subjects
and nouns and
adjectives as
predicates

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Listening Speaking Reading Writing
15.4 Use simple past form of
regular verbs in talking about
things done
15.4.1 Form the past of
regular verbs
15.4.2 Use simple past form
of verbs
(Use verbs presented in the
previous lesson)
15.5. Use simple past form of
irregular verbs in talking
about things done
15.5.1 Form the past of
commonly used/
heard irregular
verbs
15.5.2 Use simple past
form of verbs

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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.
Listening
Standards:
Pupils recognize differences in
speech sounds, and intonation
patterns in sentences heard
Pupils manifest understandingof
text listened to
Competencies:
1. Identify speech sounds heard.
 initial consonant blends ( r & l
clusters)
 initial and medial vowel sounds
 words with diphthong
 critical consonant sounds (v, f etc)
 critical vowel sounds
 critical medial vowels
Grade Two
Speaking
1. Standards:
Pupils produce simple words
applying the correct blending of
sounds
Pupils use appropriate expressions
in talking about oneself, things in
the immediate environment and in
dealing with other people
Competencies:
1.Improve pronunciation skills in using:
 initial consonant blends
 initial and final vowel sounds
 words with diphthong
 critical consonant sounds
 critical vowel sounds
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Reading
Standards:
Pupils manifest understanding of
the basic facts and ideas in what
they have read using
comprehension strategies to
manifest understanding of the text
Pupils show understanding and
enjoyment of the story through
literary appreciation activities
Follow common instructions in the
school and community
Competencies:
1.Associate names of objects with
pictures and other printed symbols.
 read automatically high frequency
words in running print;
 recognize words using spelling
patterns :
c – v – v – c; c – v – c – c;
consonant clusters in initial and
final position; and consonant
clusters and blends in initial/final
position.
Writing
Standards:
Write legibly information about
oneself, common words and simple
sentences in manuscript form
observing correct spelling,
punctuation and capitalization
neatly and with correct spacing
Competencies:
1.a.) Demonstrate readiness skills for
cursive writing.
 use of upward and downward
strokes;
 use of slanting lines;
 use of circles;
1.b.) Trace and copy cursive letters
with:
 2-stroke form letters: Aa, Cc, Nn,
Xx;
 3-stroke form letters: Bb, Dd, Ee,
Hh, Kk, Ll, Tt, Ww, Mm, Ii, Pp, Rr,
Uu, Vv;
 4-stroke form letters: Ff, Gg, Jj,
Pp, Qq, Yy, Zz.
1.c.) Write the corresponding cursive
forms for each of the manuscript
letter forms:
 2-stroke letters;
 3-stroke letters’
 4-stroke letters.
2. Identify words that rhyme in 2 – 3
stanza poems.(Nature poems)
3. Recognize the rising and falling
intonation in yes-no questions and
wh-how questions/statements
4. Give the main idea of the selection
listened to.
4.1 Give titles to 5 –sentence
paragraphs, rhymes listened to.
(Include science texts)
5. Note details of the selection/story
listened to.
 Answer wh – questions
 Identify setting, character and
events
 Complete/make visual
representation of a text heard
2. Use courteous expressions in
appropriate situations.
 greeting others
 taking leave
 offering help
 expressing apology
 asking favor
 declining an invitation
3. Recite short verse, 1-2 stanza poems
with correct intonation and stress.
4. Give two-step commands/directions.
5. Use prepositions on, in, under,
below, above, etc.
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2. a) Get meaning thru:
 pictorial representation
 phonetic analysis;
 contextual analysis;
 structural analysis;
 learning synonyms of common
words;
 learning antonyms of common
words.
 Word association(e.g. fish-sea,
red-color)
b) Use the glossary to get the
meaning of new words.
(Alphabetizing)
3. Do slow reading accurately to follow
a simple 1-step direction.
 Follow printed directions for test
taking.
4. Note details from short
paragraphs/poems/ stories read:
 Note explicit details.
 Use descriptive words.(for
objects, experiences, animals
and people)
 Identify characters, setting, etc.
 Note implied details.
5. a) Get main idea.
 Tell what the set of pictures is all
about/ give appropriate heading
for a set of pictures/sentences.
 Group similar ideas under
appropriate heading.
 Distinguish big ideas from small
ideas.
 Group pictures/sentences showing
similar ideas.
 Identify words/phrases/sentences
that go with a given concept/idea.
b) Scan or skim through the
materials to get ideas
2. Write legibly and neatly with correct
spacing
 Write the correct spelling of the
words learned in auditory
discrimination exercises.
 Use capital letters in writing one’s
address, names of persons,
subjects of learning areas, the
beginning letter of the first word
of a sentence.
 Use punctuation marks in
asking, telling sentences and
in abbreviations)
 Write common abbreviations in
cursive:
i.e. days of the week, months,
addresses, and titles like Mr., Mrs.
Dr., etc.
 Copy 3 – 5 sentence paragraph
and rhymes and poems observing
correct spelling
3. Write from dictation different kinds of
sentences.
 telling and asking
4. Write sentences from picture
stimulus.
5. a) Write short notes to family
member/s or friends.
(special occasions)
b) Write sentences telling what
the scanned/ skimmed material is about
6. Give the sequence of events in a
story heard.
7. Infer ‘hidden’ information from oral
text. (Implied)
8. Give possible ending to a
situation/story heard.
9. React to what the character said/did
in the story.
10. Identify cause and effect
relationships in the situations/ideas
or stories listened to.
6. Use short form answers to questions 6. Sequence events.
about topics on community.  Sequencing events through
 wh – questions pictures
 using do – does in questions  Tell what happened first, second,
next, etc.
 Tell what happened before/after
an event.
7. Use nouns accurately in expressing 7. Infer character traits and events that
ideas. happened before and after.
 Use this/that is with nouns.
 Use plural form of regular nouns.
 Use plural forms of common
irregular nouns (e.g. child-
children)
 Use a/an with singular nouns and
some with plural nouns
 Use these are/those are with plural
nouns.
8. Use ordinal numbers i.e. first, 8. Tell the possible ending of a situation
second, third, etc., and words like presented in the
then, next, and in sentences story/selection/pictures.
expressing order or sequence.
9. Use fractions as determiners 9. React to what the character said/did
e.g. one-half of four in the story being read.
one-half of ten
one-third of nine
one-fourth of twelve
10. Talk about self/others/things/topics 10. Perceive relationship shown in
of interest in 3-4 sentences. pictures.
10.1 Use verbs in sentences.  Identify the cause of a given
 simple present form with effect; (Ask”why” questions)
singular/plural nouns as  Infer details in passages that are
subjects; not signaled explicitly.
 -ing form of the verb (verbs
of being)
 Use the positive and
negative form of the verb be
(e.g.was-wasn’t, is-isn’t
etc)
 simple past tense of verb
 use time expressions
(e.g. yesterday,last week,
etc)
 will /shall/going to in
expressing futurity
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11. Act out best-liked parts of story
heard.
12. Impersonate well-liked character/s
in a story heard.
13. Retell best-liked parts of a story
heard.
10.2 Use possessive pronouns
(my, your, his/her,
their/our).
 Use the pronoun that agrees
in gender with its antecedent. 11. Evaluate the characters in the story.
11. Use ‘because’ in a sentence.  Why do you like the character?
12. Describe persons, animals, places 12. Impersonate a well-liked character
and events.(shape, color, size) in the story read.
 Identify sense organs
appealed to based on what is
described)
 Use the positive form of regular
adjectives.
Describe persons, places, things.or
events
 Use other forms of adjectives.
(comparative)
13. Use two-word verb 13. Retell best-liked part/s of the story
(e.g. put on-take off, etc) read.
Follow simple 1-2 step directions
heard.
Locate selection using the table of
contents
14. Interprets simple charts like
weather charts, etc
17

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.
Listening
Standards:
Pupils recognize differences in
speech sounds and intonation
patterns in sentences heard
Pupils manifest understanding of
text listened to
1. Identify words with
 final consonant sounds
 initial and final consonant blends
and cluster.
2. Identify words that rhyme in poems
heard.
(Include poems about nautre)
3. Recognize the rising and falling
intonation in questions and answers
heard. (yes-No; wh-how)
4. Follow two-step directions heard
GRADE III
Speaking
Standards:
Pupils produce/pronounce simple
words, words found in verses,
poems applying correct blending of
words
Pupils use appropriate expressions
and language structures learned in
talking about oneself, things,
events in the immediate
environment and in dealing with
others
1. Produce the sounds listened to
(refer to listening activity)
2. Recite short verse, 2-stanza poems
with gestures, correct intonation and
stress from memory.
3. Use courteous expressions in
inviting someone
4. Give 2-step commands/directions
18
Reading Writing
Standards: Standards:
Pupils manifest understanding of Pupils write information about
ideas in what they have read using oneself, construct sentences,
comprehension strategies learned paragraphs, and letters observing
correct spelling, punctuation, and
Pupils show understanding and capitalization neatly and with
enjoyment of stories read correct spacing
Pupils make use of study skills
learned
Phonemic Awareness 1. Demonstrate readiness skills in
1. Recognize that the final sound in the cursive writing
word may not be the sound of the
final symbol
e.g., hate, late, mate
2. Note that some words having the 2. Arrange words alphabetically based
same sound differ in meaning, (e.g., on the first letter.
sea-see)
Word Recognition
3. Recognize words using spelling 3. Write utterances on a comic strip
patterns as clues. e.g. I’m sorry.
 C-V-C You’re great!
 consonant clusters in initial Congratulations!
and final position
 digraphs
 word families
4. Recognize that some words 4. Fill-out forms correctly.
(concrete) can be pictured and 4.1 Pupil’s ID
others (abstract) cannot (kindness, 4.2 library forms

5. Note details in selections listened
to.
 (1-2 paragraphs)
 Answer who, what, when, where
questions
6. Give the main idea of a selection
listened to
6.1 Make a visual representation
of a selection/poem etc heard
7. Sequence events in the story
listened to through pictures/
groups of sentences/guide
questions.
5. Ask and answer questions about
oneself/others/things using pictures,
dialogs/comic strips.
 there is/are
 this is/that is, my/his/hers/etc
(possessive)
 because, so that, in order, that
6. Use nouns with verbs of being.
6.1 Use singular form
6.2 Use plural form
7. Use possessive pronouns.
7.1 Use the pronoun that agrees in
gender with its antecedent
honesty)
5. Note that words have multiple
meanings
6. Recognize word parts – word (root)
plus an ending that shows more than
one (glasses), past time (planted),
ownership (pupil’s)
7. Recognize original roots in
contractions, e.g., I’m, can’t
4.3 student descriptive
questionnaire
5. Outline a 2-paragraph text with
explicitly given main idea
6. Write sentences from a set of
pictures to make a story.
7. Arrange words alphabetically based
on the first and second letter

8. Infer traits of character based on
what they do or say in a story
listened to.
9. Evaluate and make judgment on
oral texts.
9.1 Discriminate between reality
and fantasy
9.2 Distinguish between facts and
fancy from stories heard
(Justify)
8. Talk about oneself/others/things/ 8. Recognize the small words that form 8. Write simple descriptive sentences
events/topics of interest in 4-5 compound words from given stimuli (pictures, video
sentences. clips, story).
8.1 Use verbs
8.1.1 Use the correct form of
the verb that agrees with
the subject in number
8.1.2 Use the correct time
expression to tell an action
in the present, past and
future
8.1.3 Use the positive/negative
form of be verb
8.2 Use adjectives to describe
persons, places, animals, ideas,
events
8.2.1 Use the positive,
comparative and
superlative forms of
adjectives
8.3 Use prepositions & prepositional
phrase.(between, beside,
infront, at the back) Vocabulary Development
9 Use sentences with simple subject 9. Recognize the meaning signaled by 9. Write a possible story ending of a
and predicate. the following prefixes (re, in, im, selection read/heard.
un, dis)

19
10. Identify cause and effect from a
story heard.
11. Act out best liked parts of story
heard.
10. Recognize the meaning signaled by
the following suffixes (less, ful)
11. Recognize unfamiliar words using
context clues
10. Copy paragraph with 4 – 5
sentences observing correct
indention, capitalization punctuation
and spacing
11. Write a descriptive paragraph about
a favorite character.

12. Impersonate well liked characters in 12. Use action and descriptive words 12. Write simple letters for a given
a story heard properly purpose.
12.1 letter of excuse
12.2letter of apology

Comprehension 13. Write from dictation sentences

13. Get the main idea with adjectives
13.1 Distinguish big ideas from
small ideas (e.g. phrases,
clauses, sentences)
13.2 Give appropriate title for a
paragraph
13.3 Identify key sentence in a
paragraph

14. Note explicit and implied details

from a story read
14.1 Answer how and why
questions
15. Sequence events.
Arrange words alphabetically based
on the first and second letter
15.1 Arrange events as to
 space order
 time order
 both space and time order
 number events in a story
read
16. Perceive relationship.
16.1 Identify cause – effect
relationship
16.2 Identify and use language
clues that signify cause-
effect relationship
e.g. because, as a result
17. Infer what had happened
before/after an event.
17.1 Infer from what is read or
observed
18. Give an appropriate ending to a

20
 given situation.
18.1 Draw conclusion using stimuli/
passages
19. Distinguish whether the selection is
a reality or fantasy

Study Skills
20. Observe a specific pattern in
following directions
 Reads an entire problem for the
general idea
 Reread to note specific steps to be
taken
 Carry out steps
 Read problem again to ensure all
steps were fully carried out (reference
only)
21. Locate words in an alphabetical
listing
21.1 Arrange words in alphabetical
order to the second and third
letter
21.2 Locate words using the thumb
index in a dictionary
22. Use table of contents independently
to locate stories
23. Classify related ideas/concepts
under proper heading

21

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.
Listening
Standards:
Pupils recognize differences in
intonation patterns, stress, pauses,
etc in utterances/sentences heard
Pupils manifest understanding of
texts listened to
1. Distinguish rising and falling
intonation, in interjections,
questions (yes-no, what)
2. Identify the stressed and unstressed
syllables
3. Recognize pauses and stops in
utterances that signal meaning
GRADE FOUR
Speaking
Standards:
Pupils use appropriate expressions
in talking about oneself, others,
things, events in his immediate
environment and in dealing with
others
1. Use words with stressed and
unstressed syllables in
sentences/conversations/
dialogs
2. Talk about oneself
e.g.- in making introduction
in relating experiences
3. Use courteous expressions in
appropriate situations
e.g. telephone conversation
asking for directions to go to
a place
22
Reading Writing
Standards: Standards:
Pupils recognize words using Pupils write words, sentences, etc.
different strategies learned observing correct spelling
Pupils manifest understanding of Pupils complete poems, write letters
what they have read using and paragraphs
comprehension strategies learned
to show understanding of the text
Phonemic Awareness
Word Recognition
1. Decode words in stories read using 1. Write the correct spelling of words
18 phonetic analysis with stressed and unstressed
e.g. /ze/ /z/ - breeze syllables
/th/ - thanks e.g. words with silent letters, words
ending in –ph sounded as /f/.
Vocabulary Development
2. Use the dictionary 2. Write from dictation sentences and
2.1 Interpret stress marks for short paragraphs observing correct
correct accent spelling, capitalization and
2.2 Select appropriate meaning from punctuation marks
several meanings given
3. Write sentences/paragraphs giving
3. Identify meaning of unfamilliar words simple directions in doing something
through structural analysis e.g. - map reading in following
3.1 words with affixes and direction making a project
inflectional endings playing a game
3.2 compound words written as:
one word (backyard)
two words (security guard)
hyphenated (sister-in-law)
3.3 context clues
3.4 synonyms, antonyms,
homonyms
Comprehension
4. Get information from a conversation
listened to
4. Give series of directions using
sequence signals
e.g. first, then, next, etc.
4. Get the main idea of two-paragraph 4. Fill out forms correctly
texts 4.1 information sheet form
4.1 Identify the main idea that is 4.2 student descriptive
explicitly stated in a 2- questionnaire
paragraph text
4.2 Get the main idea that is
implied in a 2-paragraph text
4.3 Evolve a little topic form for text
based on the main idea or big
idea

5. Follow 3-4 step directions heard
(e.g. cooking recipe)
5. Ask and answer questions about
oneself/others/things/events using
pictures, dialogs/comic strip/speech
tree
5. Note significant details that relate to 5. Copy friendly letters from a model
the central theme and observe punctuation,
5.1 Locate answers to how and why capitalization and spelling. e.g.
questions that are explicitly thank you letter, invitation letter,
stated in the texts congratulations, etc
5.2 Demonstrate knowledge of story
grammar by identifying setting,
characters and main events in
the story
5.3 Find descriptive words/action
words in selection read

6. Give the main idea of a selections/
story/poem/songs/news listened to
6.1 Classify related ideas from
news/stories heard
6.2 Give titles to poems, stories,
etc. listened to
7. Note details in selections/stories
listened to
7.1 Identify
character,setting ,suspense,
climax, resolution in the story
8. Classify related ideas from
news/stories heard
9. Sequence events in the story
listened to through groups of
sentences/guided questions
10. Report on a news item/radio
6. Use the plural form of irregular nouns
in sentences
e.g. nouns ending in f
chief, chiefs
leaf-leaves
7. Use expressions denoting quantity
e.g. a lot of, some, etc.
8. Use possessive form of singular
nouns
e.g. Renato’s bag
9. Use possesive form of plural nouns
e.g. the boys’ shirt
10.Retell best-liked parts of story heard
6. Sequence events/ideas
6.1 Sequence the major
events/ideas in a selection
6.2 Arrange a set of given events in
logical order to make a story
e.g. time order, space order,
both space and time order
7. Perceive relationship
7.1 Identify statement/events that
show cause-effect relationship
7.2 Give cause-effect relationship in
paragraph/passage read
7.3 Use the word because/so that to
identify statements that show
cause-effect
8. Infer character traits from a selection
read
9. Give an appropriate ending to a given
situation and give justification for
such ending
10. Draw conclusions based on
information given
6. Write a paragraph/short story from
one’s experience
7. Write letters observing the correct
format
7.1 letter of thanks
7.2 letter of invitation
7.3 letter of congratulations
8. Write a paragraph based on an
outline.
9. Arrange paragraphs according to
order of time, events and location
10. Write announcements, slogans from
given stimuli
e.g. advertisements, semantic maps,

23
 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 situation/news
oral report heard
14. Evaluate ideas and make judgments
on oral texts presented orally
15. Distinguish between fact and
opinion
planned activities, programs
11.Use a variety of sentences as to use 11. Evaluate ideas and make judgments 11. Write an ending to an incomplete
 declarative 11.1 Tell whether an action or selection
 interrogative event is reality or
 imperative fantasy/support answer
 exclamatory with reason/reasons
11.2 Distinguish between fact and
opinion
11.3 Compare and contrast text
information with prior
knowledge
11.4 Evaluate the likelihood that a
story could really happen
11.5 Determine an author’s
perspective on the central
topic
Study Skills
12.Use simple sentences with modifiers 1. Do accurate, slow reading in order to 12. Write utterances/expressions on
and complements follow common directions in: situations /comic strips. presented
 phrases 1.1 prescriptions
 clauses 1.2 medicine labels
1.3 simple experiments 13. Write a 3-4 sentence reaction to a
13.Use object pronouns (me, him, her, news item heard
us, them, you) 2. Use the dictionary (Make posters/captions)
2.1 Use guide words to locate words
13.1 Use the object pronoun that in the dictionary
agrees in number with its 2.2 Select an appropriate meaning
antecedent from several meanings given
2.3 Recognize correct syllabication of
14. Use the different verb forms words 14. Write paragraphs
(regular and irregular) 3. Use index in locating information in a 14.1 Write descriptive paragraphs
present book 14.2 Write narrative paragraphs
past 4. Use the parts of/sections of a
future newspaper in locating desired
information
5. Classify related ideas/concepts under
15. Use the verb that agrees with the proper heading 15. Write a summary of a fable or fairy
subject in number 5.1 Give a heading or title for texts tale read.
read
16. Use modals in different situations 5.2 Identify sub-heading for a given
16.1 Express ability and inability heading
using can/cannot 5.3 Outline a two-paragraph passage
16.2 Express permission and 5.4 Use the outline as a guide in
prohibition using may/may retelling or summarizing the
not, should/should not story
16.3 Express obligation or 6. Reads rapidly to locate information or
24
 compulsion using must/must to gain a general impression
not (scanning/skimming)
16.4 Express duty using ought,
should

17. Use because, so that, in order

18. Use adjectives to describe persons,

places, animals, events
18.1 Identify types of adjectives
(quantity, quality, size,
origin, color)
18.2 Identify forms of adjectives
(e.g. -al as in mental, special,
-ible/able as in
commendable, -ic as in
scientific)
Transform nouns to
adjectives using suffixes
18.3 Identify the position of
adjectives in a sentence
18.4 Identify adjectives used
as nouns
18.5 Use the positive, comparative
and superlative form of
regular adjectives

19. Use adverbs of place and time

20. Use prepositions and prepositional

phrase e.g to, from, in a month,
in a year, on a day

21. Talk about topics of interest in 5-6

sentences

25
 GRADE FIVE

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.

Listening Speaking Reading Writing

Standard: Pupils recognize variations in
stress, intonation patterns, juncture in
utterances and different text types
heard.
Standard: Pupils use their speaking
skills to effectively express their
feelings, ideas, about their own selves,
others, events in different situations.
Standard: Pupils read and manifest
enjoyment and understanding of
different reading texts using varied
comprehension strategies
Standard: Pupils write interesting
paragraphs, fill out forms correctly,
write accurate reports based on
observations and simple experiments
conducted.

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)
(e.g. cooking recipe, operating
appliances/equipment)
3. Give the main idea of a
selection/story/poem/news listened
to
3.1 Give titles to paragraphs/stories
listened to
3.2 Give implied ideas or information
1. Increase one’s speaking vocabulary
1.1Pronounce words putting stress on
the correct syllable
1.2 Use the correct intonation for
statements and questions
1.3Use courteous expressions in:
 conducting a club meeting
 talking to superiors/elders
 talking to peers
(e.g. May I.., Excuse me..,
Thank you…, Sorry..,
Please..etc)
2. Make simple and acccurate
descriptions and announcements
3. Use the plural form of nouns in
talking about oneself/others
- irregular nouns (e.g. ox-
oxen)
- special nouns (e.g. wood-
pieces of wood
woods-forest)
1. Decode meaning of unfamiliar words 1. Write the correct spelling of words
1.1 Decode words in stories using learned in listening, speaking and
structural analysis reading
1.1.1 words with affixes
1.1.2 prefixes and suffixes
1.2 Identify the different
information given to a word in a
dictionary
- syllabication
- stress mark
- multiple meanings of words
- word clipping
- blending
1.3 Use synonyms and antonyms
1.4 Use word clipping, blending
and acronyms
(e.g. gym-gymnasium,
motorcade-motorcycle and parade)
2. Follow printed directions in filling 2. Fill out forms correctly
out forms: - Information Sheet/biodata
- Information Sheet/biodata - Deposit and Withdrawal Slips
- Deposit/withdrawal slips
3. Get the main idea 3. Write a paragraph from the pictures
3.1 Give a heading to a set of drawn
related ideas - Beginning sentence
3.2 Identify the key sentence in a - Middle
paragraph - Ending
3.3 Identify the details that support
the key sentence
3.4 Skim to get a general idea on
what the material is about

26

4. Note details in a selection listened to
5. Get information from news
report, television news
broadcast/interviews
5.1 List down important events
6. Sequence events in the story
listened to through:
- group of sentences
- illustrations/drawings
- comic strips
7. Identify cause/effect from
statements/situations heard
8. Give justification to possible
ending to a story heard
4.Note significant details
4.1 Identify setting, character and 4. Arrange sentences according to
4. Retell selections listened to ending of stories, order of time/importance in writing
selection/poems read a paragraph
4.2 Make a story grammar to
remember details (setting,
character, events)
4.3 Draw pictures of
incidents/characters of
stories read
4.4 Identify oneself with a
character in the story read
4.5 Retell the story/selection with
the aid of a timeline
5. Read a news report/selection 5. Summarize a news report
5. Use a variety of sentences according - Organize Ideas
to structure 5.1 Identify the major ideas/concepts
- simple in a report/selection
- compound 5.2 Organize the key sentence and
- complex
supporting details into an outline
5.3 Make a two-point outline of a 2 to
3-paragraphs
story/report/selection
6. Sequence the major ideas/concept in
6. Use possesive form of plural nouns a selection 6. Write a summary of what was read
- proper nouns ending in s or z using the timeline
7. Perceive relationship
7. Use pronouns - Give possible causes to a given 7. Writes report from writing models
7.1 Demonstrative (This, these, that, effect, possible effects to a - Science report
those) given cause -Television shows
7.2 Reflexive (myself, herself, etc) - school and community news
- investigatory projects
7.3 Relative (who, whom, which,
that, where)
7.4 Interrogative (Wh-questions)
8. Predict outcomes
8.1 Give possible/appropriate ending 8. Write an ending to an incomplete
8. Use the different verb forms
to a selection story
27

8.1 Give a possible ending
8.2 Justify/explain of giving
such
8.3 Role play the culminating
scene
9 Identify action words/descriptive
words in sentences/paragraphs
heard
10 Evaluate and make judgments on
oral texts presented orally
10.1 Give the lesson
10.2 Identify fact from opinion
10.2 Describe the mood
10.3 Tell the purpose of the
author
11 Report accurately information heard
11.1. Restate in one’s own words
the ideas heard
8.1 simple present for present
action, general truth, habitual action
and permanent condition
8.2 habitual past (used to + verb)
8.3 future (will, shall. going to +
verb)
8.4 Use two-word verbs
(e.g. back off, turn on, turn
off) 9. Infer
9.Write
- traits of character
9. Use words to describe persons, - Descriptive paragraph
- the general mood of expression in a
places, animals and ideas - Letters of invitation/request
selection
(adjectives) - how the story would turn out if - Announcements
9.1 Use the positive, comparative and some episodes were changed - e-mails
superlative forms of adjectives
9.2 Use descriptive words and phrases
(as + adj. + as)
10. Draw conclusions based on
10. Respond in writing based on stimuli
information given
- result of an observation/
10. Use adverbs Experiment
-letters of acceptance
10.1 Adverbs of manner, place, -descriptive/narrative
time, degree and frequency
10.2 Use words that can function as
adjective and adverbs
10.3 Use prepositional phrases
11. Evaluate ideas/make judgments 11. Write reported statements in
As adverbs
11.1 Identify facts/opinions in a paragraph form
selection 11.1 direct discourse to indirect
11. Direct and indirect discourse
11.2 Give opinions about
e.g. Direct
information
Lydia said, “Fe write a letter.”
Indirect
Lydia told Fe to write a letter
11.1 Transform direct to indirect and
12. Get information from newspapers
vice versa
- parts of a newspapers and 12. Write different text
information from each part
12 Change statement to question or
vice versa - Narrative
13. Use library resources to get - Description
12.1 Yes-No
information - Appointments
e.g. Nora writes a letter.
- card catalogue - Announcements
Does Nora write a letter?
- Atlas, encyclopedia, Almanac
Wh-question
- Newspapers/magazines
e.g. Who writes a letter?
- Internet
What does Nora write?
12.2 Ask and answer
questions
28
 about oneself/others

 No + negative rejoinder(No, I’m

not.)
 Yes + positive rejoinder (Yes, I
am.)
 Positive stem + negative tag
(e.g. It’s a puppy, isn’t it?)
 Negative stem + positive tag
(e.g. You/re not lazy, are you?)

29

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.
Listening
Standard: Pupils recognize
variations in stress, intonation
patterns, juncture in
utterances/different text types
listened to
1. Distinguish changes in meaning
caused by shift in sentence
stress
______
e.g. This is your dress.
( It’s yours.)
_____
This is your dress.
( It’s definitely a dress.)
GRADE SIX
Speaking Reading Writing
Standard: Pupils use speaking skills Standard: Pupils read and manifest an Standard: Pupils organize ideas and
and strategies appropriately to understanding of literary, graphic and information to write for an intended
communicate with peers/others for a informative texts using a range of purpose and audience
variety of purposes strategies to construct meaning
1. Use the correct intonation 1. Decode meaning of unfamiliar 1. Write a
1.1 yes-no questions words using: composition/advertisement/poem
1.2 questions introduced by - Phonetic analysis using figurative language and idioms
interrogatives - structural analysis showing:
 words with affixes: prefixes - introduction
and suffixes) - body
- dictionary - conclusion
 correct syllabication of
words
 diacritical marks for correct
accent
 words with multiple
meanings)
- context clues
- synonyms, antonyms,
homonyms, homophones
1.1 Learn some common idioms
e.g. stone’s throw
1.2 Use figurative language
To describe thoughts, feelings,
people and events
- simile
- metaphor
- hyperbole
- personification
- onomatopoeia
- alliteration/assonance
30

2. Follow a series of directions
listened to
 labeling diagrams
 completing a chart
 etc
3. Give the main idea of a selection
listened to
3.1 Give titles to poems, stories,
selection listened to
4. Note details in a selection
listened to
4.1 Identify the setting, main
and secondary characters,
climax and ending of the
story
5. Sequence events of a story
listened to through guided
questions
2. Use courteous expressions in
appropriate situations:
 participating in club meetings
 conducting an interview
 hosting a program
 introducing a speaker
3. Ask and answer questions using
pictures/dialogues/comic strips
3.1 Change statements into questions
 Yes-No questions
 Wh-questions
3.2 Use tag questions
Negative tag
e.g. We get food from the
forest, don’t we?
Positive tag
e.g. You don’t buy junk food,
do you?
3.3 No + Negative rejoinder ( No, I’m
not.)
Yes + Positive rejoinder(Yes, I am.)
4. Retell a selection listened to
 News broadcast
 Fiction stories
 Best liked parts of the story
heard
4.1 Give a report based on an
interview/announcements/
news/sports items
5.1 Use nouns
 Plural of irregular and
compound nouns
 Nouns that are plural in form
but singular in meaning
e.g. news, measles
 Possessive form of proper nouns
ending in s or z
31
1.3 Use word clippings, word
blending, and acronyms
2. Follow a series of directions in:
 Experiments
 Prescriptions
 Cooking
 Operating
appliances/equipment
3. State the main idea of a paragraph
either explicit or implied
3.1 Tell the big ideas/key concepts
implied in each paragraph of the
story read
3.2 Give the details that support the big
idea
3.3 Evolve an appropriate title to given
supporting details/main idea
4 Note significant details
4.1 Identify the events of the plot of
the story, poems, short plays
4.2 Read orally/recite poems cast
for a verse choir
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
2. Write specific directions in given
situations
 Interpreting a diagram/road
maps
 Playing games (field/board
games)
3. Write a composition showing
arranged details supporting the main
idea
 Diaries
 Minutes of a meeting
 Home reading reports
4. Write reported statements in a story
form
4.1 Change statements, questions,
requests and commands to
reported sentences
5. Write a summary of what was read
using a story grammar

6. Give possible cause/effect to
situations/news/stories heard
7. Make inferences
 Infer the mood of certain events
through the speaker’s
actions/intentions/utterances
8. Analyze ideas as to what could
happen next from stories heard
 Gerunds
 Infinitives
6.1Use pronouns
6.1.1 Indefinite pronouns ( e.g.
nobody,
someone, etc)
 Use the verb that agrees with
the indefinite pronouns
6.1.2. Use reflexive pronouns
(e.g. myself, himself, herself, etc)
6.1.3 Use reciprocal pronouns
(e.g. We love each other, We love
one another)
6.1.4 Use relative pronouns
(e.g. that, which and wh-question
Words)
e.g. Red is the color that I like
most.
7. Use adjectives
7.1 Use descriptive words and
phrases
 Too + adjective + nominal
e.g. too short for mother
 Adjective + enough
e.g. old enough
 Two-word adjectives
Two-storey building
7.2 Degrees of comparison of irregular
verbs
7.3 Adjectives in series
8. Use verbs
8.1 Use the different verb forms
 Simple tenses
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6.1 Organize ideas 6. Respond in writing based on stimuli
6.1 .1 Classify ideas under proper  Result of an
heading for paragraphs in a observation/experiment for an
selection investigatory project
6.1.2 Use graphic aids in  Acceptance letter
organizing ideas  Excuse letter
6.1.3 Identify the key  Explanation letter
concept/sentence that
makes up the story
6.1.4 Identify the details, heading
for an outline
6.1.5 Make a three-point outline of
a text read
6.1.6 Give a summary of ideas
based on an outline
6.2. Perceive relationship
6.2.1 Tell the relationship
expressed in the selection as
to cause and effect
6.2.2 Give other possible causes to
a given effect and other
effects to a given cause
7.1 Infer 7. Write a model composition
 the traits of character
 the general mood of the 7.1 Write about one’s
selection feelings/reactions about current
 how the story would turn out issues using adjectives
if some episodes were 7.2 Write a descriptive paragraph
changed about a favorite character
 alternative actions taken by
characters
8. Predict outcomes
8.1 Give other events that could 8. Write a composition
happen next
8.2 Draw pictures of incidents  About feelings/reactions to
  Perfect tenses that are possible to happen editorials using the correct
8.2 Use active and passive voice 8.3 Give possible endings to a form of the verb
8.3 Use expressions about future plans selection  An appropriate ending to a
given situation
 Hope – can
 Wish – could
 If – were
 Going to + verb

8.4 Use Used to + verb

8.5 Use a variety of sentences as to

structure
- Simple sentence
 Simple subject with simple
predicate
 Simple subject with compound
predicate
 Compound subject with simple
predicate
 Compound subject with
compound predicate
- Compound sentence
 Using conjuctions and and but

9. Evaluate and make judgments
9.1 Distinguish advertisement
from propaganda
9.2 Identify fact, opinion, truth ,
falsity
- Complex sentence
 Dependent and independent
clause
- Compound-complex
 1 dependent clause and 2
independent clauses
9.1 Draw conclusions based on
9.1 Use adverbs information given 9.1 Organize one’s thoughts in writing
 adverbs of degree/intensifiers 9.1.1 Evaluate if a conclusion  resume
 adverbs of duration made is justifiable  Student Descriptive
 words that can function as Questionnaire
adjectives or as adverbs 9.1.2 Identify sufficient evidences  Application Letter
 degrees of comparison of to justify a conclusion/
adverbs generalization

9.2 Use direct and indirect discourse
 Relay information accurately
using indirect discourse
9.2 Evaluate ideas/make judgment 9.2 Respond in writing based on stimuli
and triggers
9.2.1 Give opinions about  Ads for work/editorials
information read
9.2.2 Determine the purpose of
the author

33
 9.2.3 Identify author’s device to
bring out his message

9.3 Read printed materials

9.3 Talk about topics of interest using:
- preposition and prepositional
phrases
9.3. Fill-out forms correctly
9.3.1 Use the library resources  Information Sheet
effectively (card catalog, atlas,  community tax certificate
almanac and other general  Bank notes
references)
9.3.2 Locate information from
different parts of a newspaper
and other references
9.3.3 Skim and scan to locate
information

9.4 Use the web, internet to gather data

9.5 Use parts of a book to get desired

information ( front and back
covers, title page, table of
contents, glossary and index)

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