BASI C EDUCATI ON CURRI CULUM

(Philippine Elementary Learning Competencies)

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 Daily Time Allotment

I II III IV V VI
English 100 100 100 100 100 100

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.
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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 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.
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
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 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.
ENGLISH – GRADE I