PELC English

(Philippine Elementary Learning Competencies) BASIC EDUCATION CURRICULUM

ENGLISH

ENGLISHDESCRIPTION

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 AreasDaily Time Allotment

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- enrichment/reinforcement for fast learners - remediation for slow learners

- spelling lessons- writing (practice)- free reading

2

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.

3

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 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 aboutUse of this/that with singular nouns

III. Materials: short story, pictures

4

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.

5

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. pigdog goatbird carabaomonkey 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 ______.

6

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.

7

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. What’s 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,

2.1 Turn the pages of a reading material properly

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

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

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

* included in the 8-Week Curriculum

8


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

4. Write the letters of the alphabet according to:• grouping• proper sequence

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/thingsUse singular form of nouns

• this /that is with objects• a and an in naming

objects Use the plural form of nouns

• noun + s• these are/those are +

noun

6. Read orally high frequency words in running print – Dolch Basic Sight Word

6.1 Increase one’s vocabulary • words about family members • labels and sign in school • synonyms and antonyms

6.2 Identify the parts of a book - cover, title, table of

contents

5. Write words and phrases 5.1 Copying from a model

• name, grade, school 5.2 Dolch Basic Sight Word

• days of the week

7 Give the main idea of a selection heard

7. Use personal pronouns 7.1 Use the pronoun that agrees in

gender with its antecedent

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

6. Copy paragraph with 2 to 3 sentences • use the correct punctuation

mark

8 Note details in a selection heard • answering wh- questions • identifying setting,

8. Use verbs • simple present form

8. Answer wh-questions based on stimuli presented Objects:

• composite pictures

7. Write from dictation • common words • phrases • simple sentence

9


characters, events • experience charts 8.1 Select the details of a story heard

from a set of pictures 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

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

classroom

9 Tell the sequence of events in a story heard through pictures

8.2 Use the verb to be (am, is, are) with nouns and pronouns as subject

8.3 Use the simple past form of the verb (regular verb)

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

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. Perceive relationship • source

e.g. egg-chicken • function

e.g. table-trees • part-whole

e.g. eyes-face

9. Write sentences using synonyms and antonyms to describe objects

11. React to what the character said/did on a story listened to

10. Talk about topics of interest in 2-3 sentences

12. Predict outcomes • Give the possible ending of

a series of pictures/given events

• Tell what would happen next to a set of pictures

10. Write sentences about one’s self and family

12. Infer the feeling/traits of characters in a story heard

13. Infer 13.1 what a person or animal

does 13.2 what have happened

11. Compose greetings in cards e.g. Happy Birthday

10


before/after an event ENGLISH – GRADE II


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/

1. Improve pronunciation skills 1.1 Use

- initial consonant blends- initial and medial vowel

sounds- words with diphthong- critical consonant sounds- critical vowel sounds

1.2 Use courteous expressions in appropriate situations- greeting others- taking leave- offering help

1. Associate names of objects. pictures with printed symbols

1.1 Read automatically high frequency words in running print

1.2 Recognize words using spelling patterns.- c – v – v – c- c – v – c – c - consonant clusters in initial

and final position- consonant clusters and

blends in initial/final position

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

- sentences - paragraph- rhymes/poems learned

2. Recognize the rising and falling intonation in:- yes-no questions- wh- questions - statements

2. Ask and answer questions

2.1 Use short answer forms to questions e.g. Who is your teacher?

Does the dog bark?

2. Increase one’s vocabulary by learning synonyms and antonyms of common words

2. Use capital letters in writing one’s address, names of persons, subjects, the beginning letter of the first word in a sentence

1.1 Write common abbreviationse.g Mr., Mrs.

1.2 Copy words in alphabetical order

2. Follow simple one-step directions heard

3. Identify words that rhyme in 2-3 stanza poems

3. Give commands/directions

- two-step direction

4. Recite short verses, two-stanza poems with correct intonation and stress

3. Do accurately slow reading to follow a simple one-step direction3.1 Follow printed directions for

test taking

4. Pantomime/act out rhymes and jingles 4.1 Feel the rhythm through

3. Copy paragraph observing indention, capitalization and punctuation

4. Copy poems/rhymes accurately

5. Demonstrate readiness skills in

11


5. Give the main idea of a selection listened to

- Tell what the story is about

3. Note details in selection listened to

3.1 Answer wh-questions

7. Retell best-liked parts of a story heard

8. Act out best-liked parts of a story heard

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

5.2 Use possessive pronouns (My, You, His, Her, Your) - Use the pronoun that

agrees in gender with its antecedent

5.3 Use verbs5.3.1 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

6. Use adjectives to describe people, animals, places

Use the positive form of regular adjectives

7. Use preposition and prepositional phrase

clapping, etc.

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

3.4 Distinguish big ideas from small ideas

4. Note details in short paragraph, poems, stories read

4.1 Note explicit details - descriptive words

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

5. Organize ideas

5.1 Group pictures showing similar ideas

5.2 Identify words/phrases sentences that go with a given concept/idea

7. Sequence events

7.1 Tell what happened first, second, etc.

cursive writing

Write important dates, abbreviations in cursive

- Birthday- Days of the week- Months- Address

6. Write from dictation- Phrases- Simple sentences- Sentences in paragraph form

7. Write sentences/short paragraph about the pictures

8. Write the correct spelling of words learned in auditory discrimination

12


9. Impersonate well-liked characters in a story heard

10. Give a possible ending to a situation/story heard

11. Make inferences

- Infer hidden information from oral texts


7.2 Tell what happened before/after an event

7.3 Arrange words alphabetically based on the first letter

8. Perceive relationship shown in pictures

8.1 Identify the cause of a given effect

8.2 Infer details in passages that are not signaled explicitly

9. Predict outcomes

9.1 Tell the possible ending of a situation presented through pictures

9.2 Give events that could happen next

10. Infer - what have happened

before/ after an event

9. Write sentences from a picture stimulus

10. Write a different story ending to a story read/heard

11. Write a composition about a given topic

10.1Prepare an invitation card based on a model

10.2Write short notes to friends/family member

13

ENGLISH – GRADE III


1. Identify words with –• final consonant sounds• initial and final consonant

blends and clusters

2. Identify words that rhyme in poems heard

3. Recognize the rising and falling intonation in questions and answers heard

4. Follow two-step directions heard


1. Increase one’s speaking vocabulary 1.1 Use words presented under

auditory discrimination in sentences

2. Recite short verses, 1-2 stanza poems with correct intonation and stress2.1 Recite poems with gestures2.2 Memorize short verses

3. Use courteous expressions in appropriate situationse.g. inviting someone

4. Give short commands/directions - three-step directions

5. Ask and answer questions about oneself/others using

- pictures- dialogues - comic strips

1. Recognize words using spelling patterns as cluese.g. digraphs

- Cvc- Consonant clusters in

initial and final position 1.1 Recognize words through

repeated exposure

2. Read orally 1-2 stanza poems with correct pronunciation, stress and rhythm2.1 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

3. Read orally conversations/dialogs observing proper intonation

4. Follow simple two-step directions - two separate simple sentences - compound sentences

5. Get the main idea

- distinguish big ideas from small ideas

- give appropriate title for a paragraph

- identify key sentence in a paragraph

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. Write contractions correctly

3. Write different kinds of sentences- Telling, asking, requesting and

exclamatory sentences 3.1 Write one’s own address

correctly

4. Copy paragraph with 4-5 sentences- observe indention, capitalization

and punctuation

14


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

where questions

7. Sequence events in the story listened to through pictures/groups of sentences/guided questions

8. Retell best-liked parts of a story heard

6. Talk about oneself things/events6.1 Use the singular form of nouns

with verbs of being6.2 Use the plural form of Nouns

7. Use possessive pronouns7.1 Use pronouns that agree in

gender with its antecedent

8. Use verbs8.1 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)

- Use the positive, comparative and superlative forms of adjectives

6. Note explicit and implied details from a story read- Answer how and why

questions6.1 Decode words using structural

analysis- prefixes- compound words

7. Organize ideas

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

8. Sequence events 8.1 Arrange events as to

- space order- line order- both space and time

order8.2 Number events in a story read8.3 Arrange words alphabetically

based on the first and second letter

9. Perceive relationship9.1 Identify cause – effect

relationship9.2 Identify and use language

clues that signify cause-effect relationshipe.g. because, as a result

10. Predict outcomes

10.1 Give an appropriate ending to a given situation

5. Write from dictation different kinds of sentences with correct punctuation marks –telling, asking etc.

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

7. Write simple letters for a given purpose - letter of excuse- letter of apology

8. Write utterances on a given situation/comic strip presented

9. Write a different story ending

10. Write sentences from a set of pictures to make a story

15


9. Make inferences- Infer traits of characters based

on what they do or say in a story listened to

10. Distinguish between facts and fancy from stories heard

10. Use expressions to show location


11. Infer

11.1 what have happened before or after

11.2 insight from what is read or observed

12. Draw conclusion using picture-stimuli/passages

13. Evaluate ideas

13.1 Tell whether an action or event is a reality or fantasy13.2 Identify irrelevant ideas in a passage

14. Read orally or commit to memory poems/verses

11. Write a different story ending

12. Fill out forms correctly• library form• Information Sheet

13. Write a short story from a given situation

16

ENGLISH – GRADE IV


1. Distinguish rising and falling intonation

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 meaninge.g. Roy, the boy in white/is my cousin. (describing Roy) Roy/the boy in white is my cousin. (talking about Roy)

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 read2. 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. Write sentences/paragraphs giving simple directions in doing something

e.g. making a project playing a game

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-in-

law)

3. Write from dictation - sentences and short paragraph

observing correct spelling capitalization and punctuation marks

17


6. Give the main idea of a selection listened to:

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

7. Note details in a selection listened to: -identify setting, suspense, climax in the story

8. Classify related ideas from news/ stories heard

4. Ask and answer questions about oneself/others/pictures

use because, so that, in order

5. Use the plural form of nouns in sentences

e.g. nouns ending in f:chief-chiefsleaf-leaves

- use expressions denoting quantity e.g. a lot of, some, etc.

6. Use possessive form of singular nouns

e.g. Renato’s bag 6.1 Use possessive form of plural

nounse.g. the boy’s shirt

7. Use a variety of sentences as to function/use

- declarative- interrogative- imperative

- exclamatory 7.1 Construct simple sentences with modifiers and compliments

- use context clues- synonyms, antonyms,

homonyms

4. Give the main idea of a 2-paragraph text

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 one’s best liked part of a story

5. Note significant details that relate to the central theme 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 one’s best liked part

of a story

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

4. Write a paragraph/short story from one’s experience

5. Write letters observing the correct format

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

6. Write a paragraph based on an outline

18


9. Sequence events in the story listened to through groups of sentences/guided questions

10. Report on a news item/radio 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 situations/ news/oral report heard

8. Use object pronouns (me, him, her, us, them, you)

8.1 Use the object pronoun that agrees in number with its

antecedent

9. Use the different verb forms (regular and irregular)

- present form- past- future

9.1 Use the verb that agrees with the subject in number

10. Use words that describe persons, places, animals, events (adjectives)

10.1Use the positive, comparative and superlative forms of regular adjectives

11. Use adverbs of place and time

12. Use prepositions and prepositional phrase

e.g. amongin a month

6.4 Outline a two-paragraph passage

6.5 Outline a story read6.6 Use the outline as a guide

in retelling or summarizing the story

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

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

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

10. Infer 10.1 character traits from a selection read 11. Draw conclusions based on information given

7. Write essays- arrange paragraphs according to

order of time/events and location

8. Write a variety of texts- letters, paragraphs using a

variety of sentences - riddles, mottos, sayings

9. Compose riddles, slogans and announcements from given stimuli e.g. semantic maps, planned activities/programs

10. Write utterances/expressions on situations/comic strip presented

e.g. Thank you!You’re great!

19


14. Evaluate ideas and make judgments on oral texts presented orally

14.1 Distinguish between fact and opinion

13. Talk about topics of interest in 5- 6 sentences

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 author’s perspective on the central topic

11. Write paragraphs - Descriptive - Narrative

12. Write diaries and journals

13. Write summary of story read - fable - fairy tale

20

ENGLISH – GRADE V

LISTENING SPEAKING READING WRITING1. 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)

3. Give titles to paragraph/stories listened to

4. Note details in a selectionlistened 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

1. Increase one’s speaking vocabulary 1.1 Pronounce words putting stress

on the correct syllable1.2 Use the correct intonation for

statements and questions 1.3 Use courteous expressions in

conducting a club meeting

2. Make simple and accurate descriptions and announcements

3. Use plural form of nouns in talking about oneself/others - irregular nouns

4. Retell selections listened to

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

6. Use possessive form of plural nouns - proper nouns ending in s or z

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 printed directions in filling up school forms- Information Sheet

3. Get the main idea3.1 Give heading to a set of

related ideas3.2 Identify the key sentence in

a paragraph3.3 Identify the details that

support the key sentence3.4 Skim to get a general idea

on what the material is about

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

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

21

LISTENING SPEAKING READING WRITING6. Sequence events in the story listened to through groups of sentences

7. Identify cause/effect from statements/situations heard

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

9. Identify action words/ descriptive words in sentences/paragraphs heard

10. Evaluate and make judgments on oral texts presented orally

7. Use pronouns7.1 Demonstrative (who, where,

etc.) 7.2 Reflexive (myself, herself, etc.) 7.3 Ask and answer questions

about oneself/others No + negative (No, I’m not.) rejoinder

- Yes + positive rejoinder (Yes, I am.)

- positive stem + negative stem

It’s a puppy, isn’t it. - negative stem + positive

tag

8. Use the different verb forms8.1 Simple present for

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

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

10. Use adverbs-10.1Adverbs of manner and

frequency10.2 Use words that can function

as adjectives and adverbs10.3 Use preposition +

5. Organize ideas5.1 Identify the major ideas/concept in a selection5.2 Organize the key sentence

and supporting details into an outline5.3 Make a two-point outline of a 2

to 3 paragraphs

6. Sequence the major ideas/concept in a selection

7. Perceive relationship- give possible causes to a

given effect and possible effects to a given cause

8. Predict outcomes8.1 Give possible endings to a

selection8.2 Give an appropriate ending to a

selection

9. Infer - traits of character- the general mood of

expression in a selection- how the story would turn out if

some episodes were changed

10. Draw conclusions based on information given

11. Evaluate ideas/make judgements 11.1 Identify facts/opinions in a

selection read11.2 Give opinions about information read

6. Write a 2-point sentence outline

7. Write reports from writing models- Science report- television shows - schools and community news

8. Write an ending to an incomplete story

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

10. Respond in writing based onstimuli-- result of an observation/

experiment - acceptance letter - descriptive/narrative

22

LISTENING SPEAKING READING WRITING11. Report accurately information heard

prepositional phrase

11. Direct and indirect discoursee.g. Direct –Lydia said, “Fe write a letter.”Indirect – Lydia told Fe to write a letter.

11.1Transform direct to indirect or vice versa

11.2Change statement to question or vice versa

e.g. Nora writes a letter. Does Nora write a letter?


11.3 Get information from newspapers- parts of a newspaper and information from each part

12. Use library resources to get information

- Card catalog- Atlas, encyclopedia- Newspapers

11. Write reported statements in paragraph form

11.1 direct discourse to indirect

12. Write different texts - Narrative- Description- Appointments- Advertisements

23

ENGLISH – GRADE VI

LISTENING SPEAKING READING WRITING1. 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


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

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

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 details4.1 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

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

24


6. Give possible cause/effect to situations/news stories heard

7. Analyze ideas as to what could happen next from stories heard

8. Make inferences

8.1 Infer the mood of certain events through the

speaker’s actions/ intentions/utterances

5. Use nouns-- plural of compound nouns,

- gerunds5.1 Use nouns that are plural

in form but singular in meaning

e.g. news, measles

6. Use a variety of sentences as to structure

- 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

7. Use indefinite pronouns

7.1 Use the verb that agrees with the indefinite pronouns

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

6. Organize ideasMake a heading/sub-heading for paragraphs in a selectionIdentify the key concept/ sentence that make up the storyIdentify the details, heading for an outlineMake a three-point outline of an expository text read

7. Perceive relationship

Tell the relationship expressed in the selection as to cause and effectGive 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

8.2 Draw pictures of incidents/characters that is possible to happen

8.3 Give possible endings to a selection

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

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

8. Write a model composition

- write about one’s feelings/reactions using the correct form of the verb

9. Write an outline of a story read- Write a two to three point

sentence outline

25


9. Evaluate and make judgments

9.1 Distinguish advertisement from propaganda

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 adjectives9.3 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`

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

11. Evaluate ideas/make judgement 11.1 Give opinions about information read 11.2 Determine the purpose of the author 11.3 Identify author’s device to bring out his message

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

10. Organize one’s thoughts in writing

- information- description- resume

11. Respond in writing based on stimuli and triggers

- application letter- directions- ads for work, editorials

12. Fill out forms

- Information Sheet- Community Tax Certificate- Bank Notes

26

Education

PELC English