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.

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.

LISTENING

1. Distinguish changes in meaning of

sentences caused by stress
e.g. This is your dress.
(It’s yours.)
This is your dress.
(It’s definitely a dress.)
2. Follow a series of directions
listened to -
- labeling diagrams
- completing a chart
3. Give the main idea of a selection
listened to
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

SPEAKING

1. Increase one’s 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
2. Use courteous expressions on
appropriate situations
- Participate in club meetings
- Conducting an interview
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,
don’t we?
You don’t buy junk food, do you?
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

READING

1. Decode meaning of unfamiliar

words using
- structural analysis
- words with affixes
• prefixes and suffixes
- the dictionary
• words with multiple meanings
- context clues
1.1 Learn some common idioms
e.g. stone’s 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 read-
3.1 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

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