BASIC EDUCATION CURRICULUM

(Philippine Elementary Learning Competencies)

JUNE 2010

ENGLISH
ENGLISH
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
DESCRIPTION
English as a subject is concerned with developing competence in listening, speaking, reading and writing.
Listening is an information processing act. It includes skills in auditory discrimination and cognitive comprehension. Speaking
includes skills in using the language expressions and grammatical structures correctly in oral communication. Reading is getting
meaning from the printed page. It includes skills for vocabulary development, levels of comprehension namely, literal, interpretative,
critical analysis and application, literary appreciation and study skills. Writing includes readiness skills, mechanics, guided writing,
functional, and creative writing.
Learning activities to develop competence in these phases of communication should be varied, meaningful and realistic. Science
and Health concepts may be used as content in English especially for Grades I and II, but not to the extent of neglecting the content in
the English books for the grade.
Grade III is considered the threshold in reading. Thus, at the end of the third grade, every child is expected to be a
functional/successful reader.

TIME ALLOTMENT
Learning Areas
English

Daily Time Allotment

III
IV
V

II

100

100

100

80

80

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

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 ones feeling and ideas orally and in writing with a high
level of proficiency; and read various text types materials to serve ones own learning needs in meeting a wide range of lifes 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 ones 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.

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 days lesson.
Here is a sample lesson plan showing the four components integrated in a days 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

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.

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 ______.

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

VI. 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. Criterion reference test should be
administered to measure mastery of the objectives/skills taught.

ENGLISH GRADE I

LISTENING

SPEAKING

READING

WRITING

1. Respond appropriately to
expressions listened to *
greeting others
leave taking

1. Use expressions listened to in

appropriate situations
Ask and answer questions
e.g. Whats your name?
Where do you live?
What grade are you in?
How old are you?
etc.

1. Recognize words commonly

heard through sight word
courteous expression
one-step direction

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

2. Follow simple one-step

direction heard
e.g. stand up
sit down

2. Give short commands and

directions

2. Identify common printed

materials e.g. book, newspaper,

2. Trace and copy lines *

straight
slanting
horizontal
curve
circular

3. Identify specific sounds from a

background of different sounds
heard *
loud and soft
high and low

3. Talk about the meaning of

sound signals heard
e.g. roosters crow in the
morning, ships make loud
sounds when they arrive

2.1 Turn the pages of a reading

material properly

3. Sharpen visual discrimination

skills *
similarities and differences of
objects/pictures as to size,
length
identifying missing parts of
pictures
left to right eye movement
Identify letters that are
similar/ different in a group of
letters

* included in the 8-Week Curriculum

7

3. Write legibly, accurately in

manuscript form the capital and
small letters of the alphabet
3.1 Trace and copy letter with
straight lines
combination of straight
and slanting lines
e.g. Nn Aa
combination of straight
and curved lines
e.g. Dd
rounded strokes with
loops
e.g Cc

LISTENING

SPEAKING

READING

WRITING

4. Identify speech sounds heard

initial and final consonant
and vowel sounds
e.g. /f/ vs. /p/; /e/ vs. /iy/

4. Produce words listened to with

initial and final consonant
sounds
initial and medial vowel
sounds

4. Associate names of objects/

pictures with their printed
symbols
e.g. words with
initial and final consonant
sounds
critical consonant and
vowel sounds

5. Identify words that rhyme in

poems/jingles

5. Recite rhymes, jingles with

correct intonation and stress

5. Sing/act rhymes, poems, jingles

6. Recognize rising and falling

intonation and meanings they
signal
yes-no questions
wh- questions
statement

6. Talk about oneself/others/things 6. Read orally high frequency

words in running print Dolch
Use singular form of nouns
Basic Sight Word
this/that is with objects
6.1 Increase ones vocabulary
a and an in naming
words about family members
objects
labels and sign in school
Use the plural form of nouns
synonyms and antonyms
noun + s
6.2 Identify the parts of a book
these are/those are +
- cover, title, table of contents
noun

5. Write words and phrases

5.1 Copying from a model
name, grade, school
5.2 Dolch Basic Sight Word
days of the week

Give the main idea of a

selection heard

7. Use personal pronouns

7.1 Use the pronoun that agrees in
gender with its antecedent

6. Copy paragraph with 2 to 3

sentences
use the correct punctuation
mark

Note details in a selection

heard
answering wh- questions
identifying setting,
characters, events

8. Use verbs
simple present form

7. Tell what the picture or a series

of pictures is about
7.1 Tell what the story is about
composite picture
e.g. a garden scene
solo picture
e.g. red rose
8. Answer wh-questions based on
stimuli presented
Objects:
composite pictures
experience charts
8

4. Write the letters of the alphabet

according to:
grouping
proper sequence

7. Write from dictation

common words
phrases
simple sentence

LISTENING
8.1 Select the details of a story
heard from a set of pictures

SPEAKING

READING

8.1 Use ing form of the verb in

response to:
What is _____ doing?
____ is cooking.
What are _____ doing?
____ are playing.

9. Organize ideas
Grouping pictures based on
similar ideas
Select appropriate heading
for a:
- set of related pictures
- set of words/phrases
- set of sentences

Tell the sequence of events in a 8.2 Use the verb to be (am, is, are)
story heard through pictures
with nouns and pronouns as
subject
8.3 Use the simple past form of the
verb (regular verb)

10 Act out best liked parts of story

heard

9. Use words that describe

persons, animals, places
(adjectives)
9.1 Use the positive form of
regular adjectives

11. React to what the character

said/did on a story listened to

10. Talk about topics of interest in

2-3 sentences

10. Tell the sequence of natural

events
plant growth
life stages of animals
10.1 Tell what happened first,
second, last in a series of
pictures
11. Perceive relationship
source
e.g. egg-chicken
function
e.g. table-trees
part-whole
e.g. eyes-face
12. Predict outcomes
Give the possible ending of
a series of pictures/given
events
Tell what would happen
next to a set of pictures
13. Infer
13.1 what a person or animal
does
13.2 what have happened
before/after an event

12. Infer the feeling/traits of

characters in a story heard

WRITING
8. Write names of common
objects learned in listening and
speaking
common signs in the
classroom

9. Write sentences using

synonyms and antonyms to
describe objects

10. Write sentences about ones

self and family

11. Compose greetings in cards

e.g. Happy Birthday

ENGLISH GRADE II
LISTENING
1. Identify speech sounds heard
- initial consonant blends
- initial and medial vowel sounds
- words with diphthongs
1.1 Discriminate speech sounds heard
- critical consonant and vowel
sounds
e.g. /s/ vs. /z/
/e/ vs. /ey/

2. Recognize the rising and falling

intonation in:
- yes-no questions
- wh- questions
- statements

2. Follow simple one-step directions

heard

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

1. Associate names of objects.

pictures with printed symbols
1.1 Read automatically high
frequency words in running print

2. Ask and answer questions

2.1 Use short answer forms to
questions
e.g. Who is your teacher?
Does the dog bark?

3. Give commands/directions
two-step direction

4. Recite short verses, two-stanza

poems with correct intonation and
stress

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

sentences
paragraph
rhymes/poems learned

1.2 Recognize words using spelling

patterns.
- cvvc
- cvcc
- consonant clusters in initial and
final position
- consonant clusters and blends
in initial/final position

1.2 Use courteous expressions in

appropriate situations
- greeting others
- taking leave
- offering help

3. Identify words that rhyme in 2-3

stanza poems

READING

2. Increase ones vocabulary

by learning synonyms
and antonyms of common words

3. Do accurately slow reading to follow

a simple one-step direction
3.1 Follow printed directions for
test taking
4. Pantomime/act out rhymes and
jingles
4.1 Feel the rhythm through
clapping, etc.

10

2. Use capital letters in writing

ones address, names of
persons, subjects, the beginning
letter of the first word in a
sentence
1.1 Write common abbreviations
e.g Mr., Mrs.
1.2 Copy words in alphabetical
order
3. Copy paragraph
observing indention,
capitalization and
punctuation
4. Copy poems/rhymes accurately
5. Demonstrate readiness skills in
cursive writing

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

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

READING
5. Get the main idea
3.2 Tell what the set of related
pictures is about
- Give the appropriate
heading for a set of
pictures
sentences
3.3 Group similar ideas under
proper heading

5.3 Use verbs

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

3.1 Answer wh-questions

7. Retell best-liked parts of a story

heard

4. Note details in short paragraph,

poems, stories read

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

Use the positive form of regular

adjectives
7.

7. Write sentences/short
paragraph about the pictures

4.1 Note explicit details

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

6. Use adjectives to describe people,

animals, places

8. Act out best-liked parts of a story

heard

Write important dates,

abbreviations in cursive
- Birthday
- Days of the week
- Months
- Address

6. Write from dictation

- Phrases
- Simple sentences
- Sentences in paragraph form
3.4 Distinguish big ideas from small
ideas

5.2 Use possessive pronouns (My,

You, His, Her, Your)
- Use the pronoun that
agrees in gender with its
antecedent
3. Note details in selection listened to

WRITING

Use preposition and prepositional

phrase

7. Sequence events
7.1 Tell what happened first,
second, etc.
7.2 Tell what happened
before/after an event
7.3 Arrange words alphabetically
based on the first letter
11

8. Write the correct spelling of words

learned in auditory discrimination

LISTENING
9. Impersonate well-liked characters
in a story heard

SPEAKING

READING

8. Talk about topics of interest in 3-4

sentences

8. Perceive relationship shown in

pictures

WRITING
9. Write sentences from a picture
stimulus

8.1 Identify the cause of a given

effect
8.2 Infer details in passages that
are not signaled explicitly
10. Give a possible ending to a
situation/story heard

9. Predict outcomes
9.1

10. Write a different story ending

to a story read/heard

Tell the possible ending of

a situation presented
through pictures

9.2 Give events that

could happen next
11. Make inferences
-

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

Infer hidden information from

oral texts

11. Write a composition

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

12

ENGLISH GRADE III

LISTENING

SPEAKING

READING

WRITING

1. Identify words with

final consonant sounds
initial and final consonant
blends and clusters

1. Increase ones speaking

vocabulary
1.1 Use words presented under
auditory discrimination in
sentences

1. Recognize words using spelling

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

1. Write legibly and neatly observing

correct letter form, capitalization,
punctuation and spelling
- copying from a model
- letters of excuse, apology
- name and write the parts of a
letter

2.

2. Recite short verses, 1-2 stanza

poems with correct intonation and
stress
2.1 Recite poems with gestures
2.2 Memorize short verses

2. Read orally 1-2 stanza poems with

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

2. Write contractions correctly

3. Recognize the rising and falling

intonation in questions and
answers heard

3. Use courteous expressions in

appropriate situations
e.g. inviting someone

3. Read orally conversations/dialogs

observing proper intonation

4. Follow two-step directions heard

4. Give short commands/directions

- three-step directions

3. Write different kinds of sentences

- Telling, asking, requesting and
exclamatory sentences
3.1 Write ones own address
correctly

Identify words that rhyme in

poems heard

5. Give the main idea of a selection

listened to

5. Ask and answer questions about

oneself/others using
- pictures
- dialogues
- comic strips

4. Follow simple two-step directions

- two separate simple sentences
- compound sentences
5. Get the main idea
-

13

distinguish big ideas from small

ideas
give appropriate title for a
paragraph
identify key sentence in a
paragraph

4. Copy paragraph with 4-5

sentences
- observe indention,
capitalization and punctuation

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

SPEAKING
6. Talk about oneself things/events
6.1 Use the singular form of nouns
with verbs of being
6.2 Use the plural form of Nouns
7. Use possessive pronouns
7.1 Use pronouns that agree in
gender with its antecedent

7. Sequence events in the story

listened to through pictures/groups of
sentences/guided questions

8. Use verbs
8.1 Use the correct form of the verb
that agrees with the subject in
number
8.2 Use the correct time expression
to tell an action in the
- present
- past
- future
8.3 Construct sentences with simple
subject and predicate
9. Use words that describe persons,
places, animals, ideas, events
(adjectives)

8. Retell best-liked parts of a story

heard

- Use the positive, comparative and

superlative forms of adjectives

READING

WRITING

6. Note explicit and implied details

from a story read
- Answer how and why
questions
6.1 Decode words using structural
analysis
- prefixes
- compound words

5. Write from dictation different kinds of

sentences with correct
punctuation marks telling,
asking etc.

7. Organize ideas

7. Write simple letters for a given

purpose
- letter of excuse
- letter of apology

7.1 Classify related ideas/concept

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

6. Write the correct spelling of

words learned in listening,
speaking and reading

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

8. Write utterances on a given

situation/comic strip presented

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

9. Write a different story ending

10. Predict outcomes

10. Write sentences from a set of

pictures to make a story

10.1 Give an appropriate ending to

a given situation
14

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

SPEAKING
10. Use expressions to show
location

READING
11. Infer

11. Write a different story ending

11.1 what have happened before

or after
11.2 insight from what is read or
observed

11. Talk about topics of interest in 4-5

sentences

12. Draw conclusion using

picture-stimuli/passages
10. Distinguish between facts and
fancy from stories heard

WRITING

13. Evaluate ideas

12. Fill out forms correctly

library form
Information Sheet

13.1 Tell whether an action or

event is a reality or fantasy
13.2 Identify irrelevant ideas
in a passage
14. Read orally or commit to memory
poems/verses

15

13. Write a short story from

a given situation

ENGLISH GRADE IV
LISTENING
1. Distinguish rising and falling
intonation

SPEAKING

READING

WRITING

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

1. Decode words in stories read

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

1. Write the correct spelling of

words with stressed and
unstressed syllables
e.g.
- words with silent letters
- words ending in ph
sounded as f

4. Follow 3-4 step directions heard

2. Give series of directions

using sequence signals e.g.
first, then, next, etc.

3. Do accurate, slow reading in order to

follow common directions in:
- prescriptions
- medicine labels
- simple experiments

2.

5. Get information from a

conversation listened to

3. Use courteous expressions in

appropriate situations
e.g. telephone
conversation

4. Identify meaning of unfamiliar

words
- through structural analysis
- words with affixes and
inflectional endings
- compound words and their
components words written
as:
- one word (backyard)
- two words (security
guard)
- hyphenated (sister-inlaw)

3. Write from dictation

- sentences and short paragraph
observing correct spelling
capitalization and punctuation
marks

2. Identify the stressed and

unstressed syllables
e.g. stress on the:
- first syllable (library)
- second syllable
(industrious)
- third syllable (elementary)
3. Recognize pauses and stops in
utterances that signal meaning
e.g. Roy, the boy in white/is my
cousin. (describing Roy) Roy/the
boy in white is my cousin. (talking
about Roy)

16

Write sentences/paragraphs giving

simple directions in doing
something
e.g. making a project
playing a game

LISTENING

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

READING
use context clues
synonyms, antonyms,
homonyms

5. Use the plural form of nouns in

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

4. Give the main idea of a 2-paragraph

text

7. Note details in a selection

listened to:
-identify setting, suspense, climax
in the story

6. Use possessive form of singular

nouns
e.g. Renatos bag
6.1 Use possessive form of plural
nouns
e.g. the boys shirt

5. Note significant details that

relate to the central theme

8. Classify related ideas from news/

stories heard

7. Use a variety of sentences

declarative
- interrogative
- imperative
- exclamatory
7.1 Construct simple sentences with
modifiers and compliments

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

6. Give the main idea of a selection

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

WRITING

4. Write a paragraph/short story

from ones experience

4.1 Identify the main idea that

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

5.1 Locate answers to wh-,

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

17

5. Write letters observing the correct

format
- thank you letter
- letter of invitation
- letter of congratulations

6. Write a paragraph based on

an outline

LISTENING

9. Sequence events in the story

listened to through groups of
sentences/guided questions

SPEAKING

8. Use object pronouns

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

WRITING

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

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

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

8. Write a variety of texts

- letters, paragraphs using a
variety of sentences
- riddles, mottos, sayings

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

9. Compose riddles, slogans

and announcements from
given stimuli e.g. semantic
maps, planned
activities/programs

10. Infer
10.1 character traits from a
selection read

10. Write utterances/expressions on

situations/comic strip
presented
e.g. Thank you!
Youre great!

9.
10. Report on a news item/radio
broadcast heard

11. Predict the outcome of stories

heard

Use the different verb forms

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

READING
6.4 Outline a two-paragraph
passage
6.5 Outline a story read
6.6 Use the outline as a guide
in retelling or summarizing
the story

10. Use words that describe persons,

places, animals, events
(adjectives)
10.1 Use the positive,
comparative and superlative
forms of regular adjectives
11. Use adverbs of place and time

12. Infer the feelings of characters

based on how they talk (volume,
voice, stress)
13. Give conclusions to situations/
news/oral report heard

12. Use prepositions and

prepositional phrase
e.g. among
in a month

11. Draw conclusions based on

information given

18

LISTENING
14. Evaluate ideas and make
judgments on oral texts presented
orally
14.1 Distinguish between
fact and opinion

SPEAKING
13. Talk about topics of interest in 56 sentences

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

19

WRITING
11. Write paragraphs
- Descriptive
- Narrative
12. Write diaries and journals
13. Write summary of story read
- fable
- fairy tale

ENGLISH GRADE V
LISTENING
1. Distinguish changes in
meaning in sentences
caused by shift in
intonation
e.g. Shes coming.
(plain statement)
Shes coming?
(for confirmation)
1.1 Distinguish changes in meaning
of words caused by stress shift
e.g. Please recrd (verb) the
test result in the class rcord
(noun)

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

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

2. Follow a series of directions

(5 to 6 steps)

2. Make simple and accurate

descriptions and announcements

2. Follow printed directions in filling

up school forms
- Information Sheet

3. Give titles to paragraph/stories

listened to

3. Use plural form of nouns

in talking about
oneself/others
- irregular nouns

3. Get the main idea

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

4. Note details in a selection

listened to:
Make a story
grammar to
remember
details (setting, character,
events
Give implied
ideas or
information
5. Get information from news report
heard
5.1 List down important ideas/events

4. Retell selections listened to

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

4. Note significant details

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

6. Use possessive form of

plural nouns
- proper nouns ending in s or z

20

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

2. Fill out school forms correctly

Information Sheet
Bank deposit and
withdrawal slip
3. Write a paragraph from the
pictures drawn
Beginning sentence
Middle
Ending
4. Arranging sentences according to
order of time/importance in writing
a paragraph
5. Write rhymes/jingles related to the
selection read

LISTENING

SPEAKING

READING

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

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

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

7. Write reports from writing models

- Science report
- television shows
- schools and community news

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

8. Use the different verb forms

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

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

8. Write an ending to an incomplete

story

9. Identify action words/

descriptive words
in sentences/paragraphs
heard

9. Use words that describe

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

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

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

10. Draw conclusions based on

information given

10. Respond in writing based on

stimuli- result of an observation/
experiment
- acceptance letter
- descriptive/narrative

6. Sequence events in the

story listened to through
groups of sentences

7. Identify cause/effect from

statements/situations heard

10. Evaluate and make judgments on

oral texts presented orally

WRITING
6. Write a 2-point sentence outline

6. Sequence the major

ideas/concept in a selection

10. Use adverbs10.1 Adverbs of manner and

frequency
10.2 Use words that can function
as adjectives and adverbs
10.3 Use preposition +
prepositional phrase

11. Evaluate ideas/make judgements

11.1 Identify facts/opinions in a
selection read
11.2 Give opinions about
information read
21

LISTENING
11. Report accurately
information heard

SPEAKING

READING

11. Direct and indirect discourse

e.g. Direct
Lydia said, Fe write a letter.
Indirect
Lydia told Fe to write a letter.

11.3 Get information from

newspapers
- parts of a newspaper and
information from each
part

11.1 Transform direct to indirect or

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

12. Use library resources to get

information
Card catalog
Atlas, encyclopedia
Newspapers

12. Talk about topics of

interest in 7-8 sentences

22

WRITING
11. Write reported statements in
paragraph form
11.1 direct discourse to indirect
12. Write different texts
Narrative
Description
Appointments
Advertisements

ENGLISH GRADE VI
LISTENING
1. Distinguish changes in meaning of
sentences caused by stress
e.g. This is your dress.
(Its yours.)
This is your dress.

SPEAKING
1. Increase ones speaking vocabulary
1.1 Relay information accurately
using different discourse
(statement, questions,
commands)
1.2 Use the correct intonation
- Yes-No questions
- Questions introduced by
interrogatives

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

(Its definitely a dress.)

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

2. Use courteous expressions on

appropriate situations
- Participate in club meetings
- Conducting an interview

3. Give the main idea of a selection

listened to

3. Ask and answer questions using

pictures/dialogues/comic strips
3.1 Change statements into
questions
3.2 Use tag questions
- negative and positive
e.g. We get food from the forest,
dont we?
You dont buy junk food, do you?

4. Note details in selections

listened to- identify the setting, main and
secondary characters, climax
and ending of the story
5. Sequence events of a story
listened to through guided
questions

4. Retell a selection listened to

- news broadcast
- fiction stories
4.1 Read orally/recite poems cast
for a verse choir
4.2 Give accurate announcements
- Give a report based on an
interview

1.1 Learn some common idioms

e.g. stones throw
1.2 Use figurative language to
describe people and events
- Simile; Metaphor; Hyperbole
2. Follow a series of directions in- experiments
- prescriptions
- cooking
3. Tell the big ideas/key concepts
implied in each paragraph of
the story read3.1 Give the details that
support the big idea
3.2 State the main idea of a
paragraph that is explicit
or implied
4. Note significant details
4.1 Identify the events of the plot of
a story, poem, short plays
5. Sequence the key concepts/big
ideas to show wholeness of the
story/selection
5.1 Use a story grammar to show
sequence of episodes in a story
23

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

2.

Write specific directions on

given situations
e.g. interpret a diagram/road
map

3. Write a model composition

- arrange details in order
home reading report
diaries
minutes of meeting
4. Write a summary of what was
read
5. Write from dictation
5.1 Reconstruct a dictated text
by taking down important notes

LISTENING

SPEAKING

6. Give possible cause/effect to

situations/news stories heard

5. Use nouns- plural of compound nouns,

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

7. Analyze ideas as to what could

happen next from stories heard

6. Use a variety of sentences as

to structure

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

8. Make inferences
8.1 Infer the mood of certain
events through the
speakers actions/
intentions/utterances

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

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

7. Write an ending to a given

situation

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. Predict outcomes
8.1 Give other events that could
happen next

8. Write a model composition

-

write about ones

feelings/reactions using the
correct form of the verb

8.2 Draw pictures of

incidents/characters that is
possible to happen

7. Use indefinite pronouns

7.1 Use the verb that agrees
with the indefinite pronouns

8.3 Give possible endings to a

selection

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

9. Infer
- traits of character
- the general mood of the
selection
- how the story would turn out if
some episodes were changed
- alternative actions taken by
characters
- alternative actions taken by
characters
24

9. Write an outline of a story read

- Write a two to three point
sentence outline

LISTENING

9. Evaluate and make judgments

9.1 Distinguish advertisement from
propaganda

SPEAKING
9. Use adjectives
9.1 Use descriptive words and
phrases
- too + adj. + nominal
e.g. too short for
- adjective + enough
e.g. old enough
- two-word adjective
e.g. two-story building
9.2 degree of comparison of
irregular adjectives
9.3 adjectives in series
10. Use adverbs
- degrees of comparison of
adverbs
- words that can function as
adjective /adverb
11. Use direct and indirect discourse
12. Talk about topics of interest
- use a variety of sentences
- preposition and prepositional
phrases

READING

WRITING

10. Draw conclusions based on

information given
10.1 Evaluate if a conclusion
made is justifiable
10.2 Identify sufficient
evidences to justify a
conclusion/generalization

10. Organize ones thoughts in

writing
- information
- description
- resume

11. Evaluate ideas/make judgement

11.1 Give opinions about
information read
11.2 Determine the purpose of
the author
11.3 Identify authors device to
bring out his message

11. Respond in writing based on

stimuli and triggers
- application letter
- directions
- ads for work, editorials

12. Use the library resources

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

12. Fill out forms

25

Information Sheet
Community Tax Certificate
Bank Notes