BASI C EDUCATI ON CURRI CULUM

(Philippine Elementary Learning Competencies)

ENGLISH
 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

Daily Time Allotment

Learning Areas
I II III IV V VI

English 100 100 100 80 80 80

 The daily period of 100 minutes is allotted for Grades I-III. There is no increase in time allotment for Grades IV-VI because
basic literacy skills are expected to have been developed in Grades I-III.

 The 20-minute increased time allotment may be used for mastery of the skills through any of the following:
- peer tutoring - spelling lessons
- enrichment/reinforcement for fast learners - writing (practice)
- remediation for slow learners - free reading

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EXPECTATIONS

GOAL: Access varied information and creatively use them in spoken and written forms; communicate fluently and
accurately orally and in writing, for a variety of purposes and different social and academic contexts at their level while
carrying out activities in everyday life

At the end of Grade VI, the learner is expected to listen critically; communicate one’s feeling and ideas orally and in writing with a high
level of proficiency; and read various text types materials to serve one’s own learning needs in meeting a wide range of life’s purposes.

At the end of Grade V, the learner is expected to listen critically to different text types; express ideas logically in oral and written forms;
and demonstrate interest in reading to meet one’s various needs.

At the end of Grade IV, the learner is expected to listen critically to news reports, radio broadcasts and express ideas accurately in oral
and in written form; demonstrate more independence in the use of language to meet everyday needs; and read independently for
pleasure and get information from various text types.

At the end of Grade III, the learner is expected to listen critically to get information from text heard; demonstrate independence in using
the basic language structure in oral and written communication; and read with comprehension.

At the end of Grade II, the learner is expected to listen critically to 1-2 paragraphs; use appropriate expressions in varied situations and
about places and topics of interest; read critically and fluently in correct thought units, texts for information and entertainment and
respond properly to environmental prints like signs, posters, commands and requests; and write legibly simple sentences and messages
in cursive form.

At the end of Grade I, the learner is expected to recognize differences in speech sounds, word stress, intonation patterns in sentences
heard; speak clearly and use appropriate expressions in talking about oneself and the immediate environment; read with ease and
understanding beginners’ books in English; and write legibly information about oneself, common words and simple sentences in
manuscript form.

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 ENGLISH – GRADE I

LISTENING SPEAKING READING WRITING

1. Respond appropriately to 1. Use expressions 1. Recognize words commonly 1. Demonstrate Writing
expressions listened to * listened to in appropriate heard through sight word Readiness Skills *
• greeting others
situations • courteous • free-hand
1.1 Ask and answer expression
• leave taking questions
writing
• one-step direction
e.g. What’s your name? • connecting
Where do you live? dots
What grade are you in?
How old are you?
etc.

2. Follow simple one-step 2. Give short 2. Identify common printed 2. Trace and copy lines
direction heard commands and directions materials e.g. book, newspaper, *
e.g. stand up
• straight
sit down 2.1 Turn the pages of a
reading material properly • slanting
• horizontal
• curve
• circular

3. Identify specific sounds
from a background of different
sounds heard *
• loud and soft
• high and low
* included in the 8-Week Curriculum
3. Talk about the meaning of 3. Sharpen visual
sound signals heard discrimination skills *
e.g. roosters crow in the
• similarities and
morning, ships make loud
differences of
sounds when they arrive
objects/pictures as to size,
length
• identifying missing
parts of pictures
• left to right eye
movement
4
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
 LISTENING SPEAKING READING WRITING
3.1 Identify letters that • rounded strokes with
are similar/ different in a loops
group of letters e.g Cc

4. Identify speech sounds 4. Produce words listened to 4. Associate names of 4. Write the letters of the alphabet
heard with objects/ pictures with their according to:
• initial and final consonant • initial and final printed symbols • grouping
and vowel sounds consonant sounds e.g. words with • proper sequence
e.g. /f/ vs. /p/; /e/ vs. /iy/ • initial and medial • initial and final
vowel sounds consonant sounds
• critical consonant
and vowel sounds

5. Identify words that rhyme in 5. Recite rhymes, jingles with 5. Sing/act rhymes,
poems/jingles correct intonation and stress poems, jingles

6. Recognize rising and falling
intonation and meanings they
signal
• yes-no questions
• wh- questions
• statement
7 Give the main idea of a
selection heard
6. Talk about
oneself/others/things
6.1 Use singular form of nouns
• this/that is with
objects
• a and an in naming
objects
6.2 Use the plural form of nouns
• noun + s
• these are/those are
+ noun
7. Use personal pronouns
7.1 Use the pronoun that agrees in
gender with its antecedent
5
6. Read orally high 5. Write words and phrases
frequency words in running print 5.1 Copying from a model
– Dolch Basic Sight Word • name, grade, school
6.1 Increase one’s 5.2 Dolch Basic Sight Word
vocabulary • days of the week
• 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
7. Tell what the picture or a series 6. Copy paragraph with 2 to 3
of pictures is about sentences
7.1 Tell what the story is about • use the correct punctuation
• composite picture mark
 LISTENING SPEAKING READING WRITING
e.g. a garden scene
• solo picture
e.g. red rose
8 Note details in a selection 8. Use verbs 8. Answer wh-questions based on 7. Write from dictation
heard • simple present form stimuli presented • common words
• answering wh- Objects: • phrases
questions • composite pictures • simple sentence
• identifying setting, • experience charts
characters, events
8.1 Select the details of a story 8.1 Use –ing form of the 9. Organize ideas 8. Write names of common objects
heard from a set of pictures verb in response to: • Grouping pictures based on learned in listening and
• What is _____ doing? similar ideas speaking
____ is cooking. • Select appropriate heading • common signs in the
• What are _____ doing? for a: classroom
____ are playing. - set of related
pictures
- set of
words/phrases
- set of sentences

9 Tell the sequence of events in a 8.2 Use the verb to be (am, is, 10. Tell the sequence of natural
story heard through pictures are) with nouns and events
pronouns as subject • plant growth
8.3 Use the simple past form of the • life stages of animals
verb (regular verb) 10.1 Tell what happened first,
second, last in a series of
pictures
10 Act out best liked parts of story 9. Use words that describe 11. Perceive relationship 9. Write sentences using
heard persons, animals, places • source synonyms and antonyms to
(adjectives) e.g. egg-chicken describe objects
9.1 Use the positive form • function
of regular adjectives e.g. table-trees
• part-whole
e.g. eyes-face

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 LISTENING
11. React to what the character
said/did on a story listened to
12. Infer the feeling/traits of
characters in a story heard
SPEAKING READING WRITING
10. Talk about topics of interest12. Predict outcomes 10. Write sentences about one’s
in 2-3 sentences • Give the possible ending of self and family
a series of pictures/given
events
• Tell what would happen
next to a set of pictures
13. Infer 11. Compose greetings in cards
13.1 what a person or animal e.g. Happy Birthday
does
13.2 what have happened
before/after an event
ENGLISH – GRADE II

LISTENING SPEAKING READING WRITING

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. 1. Copy legibly, accurately and neatly
pictures with printed symbols in manuscript form of a given text
1.1 Read automatically high - sentences
frequency words in running print - paragraph
- rhymes/poems learned
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

2. Recognize the rising and falling 2. Ask and answer questions 2. Increase one’s vocabulary 2. Use capital letters in writing
intonation in: by learning synonyms one’s address, names of
- yes-no questions 2.1 Use short answer and antonyms of common words persons, subjects, the beginning
- wh- questions forms to questions letter of the first word in a
- statements e.g. Who is your teacher? sentence
Does the dog bark?
1.1 Write common abbreviations
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 LISTENING
2. Follow simple one-step directions
heard
3. Identify words that rhyme in 2-3
stanza poems
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
SPEAKING
3. Give commands/directions
- two-step direction
4. Recite short verses, two-stanza
poems with correct intonation and
stress
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 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
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READING
2. Do accurately slow reading to
follow a simple one-step direction
2.1 Follow printed directions for
test taking
3. Pantomime/act out rhymes and
jingles
3.1 Feel the rhythm through
clapping, etc.
4. Get the main idea
4.1 Tell what the set of related
pictures is about
- Give the appropriate
heading for a set of
• pictures
• sentences
4.2 Group similar ideas under
proper heading
4.3 Distinguish big ideas from
small ideas
5. Note details in short paragraph,
poems, stories read
5.1 Note explicit details
- descriptive words
- identify
characters,
setting etc. of the
story
5.2 Note implied details
6. Organize ideas
WRITING
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
5.1 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
 LISTENING SPEAKING
heard form of auxiliary verbs
5.3.5 Use two-word verb
6. Use adjectives to describe
people, animals, places
6.1 Use the positive form of regular
8. Act out best-liked parts of a story adjectives
heard
4. Use preposition and prepositional
phrase
READING WRITING
6.1 Group pictures showing
similar ideas
6.2 Identify words/phrases
sentences that go with a given
concept/idea
8. Sequence events 8. Write the correct spelling of words
learned in auditory discrimination
8.1 Tell what happened first,
second, etc.
8.2 Tell what happened
before/after an event
8.3 Arrange words alphabetically
based on the first letter

9. Impersonate well-liked characters 9. Perceive relationship shown in 9. Write sentences from a picture
in a story heard pictures stimulus
5. Talk about topics of interest in 3-4
sentences 9.1 Identify the cause of a given
effect
9.2 Infer details in passages that
are not signaled explicitly

10. Give a possible ending to a 10. Predict outcomes 10. Write a different story ending
situation/story heard to a story read/heard
10.1 Tell the possible ending of
a situation presented
through pictures

10.2 Give events that

could happen next

11. Make inferences 11. Infer 11. Write a composition

- what have happened about a given topic
- Infer hidden information from before/ after an event
oral texts 11.1 Prepare an invitation card
based on a model
11.2 Write short notes to
friends/family member

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 ENGLISH – GRADE III

LISTENING SPEAKING READING WRITING

1. Identify words with –
• final consonant sounds
• initial and final consonant
blends and clusters
1. Increase one’s speaking
vocabulary
1.1 Use words presented under
auditory discrimination in
sentences
1. Recognize words using spelling 1. Write legibly and neatly
patterns as clues observing correct letter form,
e.g. digraphs capitalization, punctuation and
- Cvc spelling
- Consonant clusters in - copying from a model
initial and final position - letters of excuse, apology
1.1 Recognize words through - name and write the parts
repeated exposure of a letter

2. Identify words that rhyme in 2. Recite short verses, 1-2 stanza
poems heard 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 2. Write contractions correctly
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

3. Recognize the rising and falling
intonation in questions and
answers heard
4. Follow two-step directions heard
5. Give the main idea of a selection
listened to
3. Use courteous expressions in
appropriate situations
e.g. inviting someone
(dyads)
3.1 Ask and answer questions
about oneself/others using
- pictures
- dialogues
- comic strips
4. Give short commands/directions
- three-step directions
5. Talk about oneself things/events
5.1 Use the singular form of nouns
with verbs of being
5.2 Use the plural form of
Nouns
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
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

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 LISTENING
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
SPEAKING
6. Use possessive pronouns
1.3 Use pronouns that agree in
gender with its antecedent
2. Use verbs
2.1 Use the correct form of the verb
that agrees with the subject in
number
2.2 Use the correct time expression
to tell an action in the
- present
- past
- future
2.3 Construct sentences with simple
subject and predicate
3. Use words that describe persons,
places, animals, ideas, events
(adjectives)
3.1 Use the positive, comparative
and superlative forms of
adjectives
9. Use expressions to show
location
10. Talk about topics of interest in 4-5
sentences
11
READING WRITING
6. Note explicit and implied details 5. Write from dictation different kinds of
from a story read sentences with correct
- Answer how and why punctuation marks –telling,
questions asking etc.
6.1 Decode words using structural
analysis 6. Write the correct spelling of
- prefixes words learned in listening,
- compound words speaking and reading
7. Organize ideas 7. Write simple letters for a given
purpose
7.1 Classify related ideas/concept - letter of excuse
under proper headings - letter of apology
7.2 Identify proper heading for
related sentences
7.3 Outline a 2-paragraph text with
explicitly given main idea
8. Sequence events 8. Write utterances on a given
8.1 Arrange events as to situation/comic strip presented
- 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
9. Perceive relationship 9. Write a different story ending
9.1 Identify cause – effect
relationship
9.2 Identify and use language
clues that signify cause-effect
relationship
e.g. because, as a result
10. Predict outcomes 10. Write sentences from a set of
pictures to make a story
 LISTENING SPEAKING READING WRITING
10.1 Give an appropriate ending to
a given situation

9. Make inferences 11. Infer 11. Fill out forms correctly

- Infer traits of characters • library form
based on what they do or say in a 11.1 what have happened before • Information Sheet
story listened to or after
11.2 insight from what is read or 12. Write a short story from
observed a given situation

12. Draw conclusion using

picture-stimuli/passages

10. Distinguish between facts and 13. Evaluate ideas

fancy from stories heard
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

12

LISTENING
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 meaning
4. Follow 3-4 step directions heard
5. Get information from a
conversation listened to
ENGLISH – GRADE IV
SPEAKING
1. Use
- words with stressed and
unstressed syllables in sentences
2. Give series of directions
using sequence signals e.g.
first, then, next, etc.
3. Use courteous expressions in
appropriate situations
e.g. telephone
conversation
4. Ask and answer questions about
oneself/others/pictures
- use because, so that, in
order
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READING WRITING
1. Decode words in stories read 1. Write the correct spelling of
using phonetic analysis words with stressed and
e.g. /ze/z/- breeze unstressed syllables
/th/ - thank e.g.
1.1 Read orally stories/poems - words with silent letters
with correct stress and - words ending in –ph
Intonation sounded as f
- Show enjoyment of
stories/poems read
1.2 Use the dictionary
- to interpret stress marks for
correct accent
- select appropriate meaning
from several meanings
given
- to locate words using guide
words
2. Locate information in a book,
magazine, newspaper
2.1 Do accurate, slow 2. Write sentences/paragraphs giving
reading in order to follow simple directions in doing
common directions in: something
-prescriptions e.g. making a project
-medicine labels playing a game
-simple experiments
3. Identify meaning of unfamiliar 3. Write from dictation
words - sentences and short
3.1 through structural analysis paragraph observing correct
- words with affixes and spelling capitalization and
inflectional endings punctuation marks
- compound words and their
components words written
as:
- one word (backyard)
- two words (security
guard)
- hyphenated (sister-in-
law)
 LISTENING
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
SPEAKING READING WRITING
3.2 use context clues
3.3 synonyms, antonyms,
homonyms
5. Use the plural form of nouns in 4. Give the main idea of a 2-paragraph 4. Arrange events chronologically
sentences text
e.g. nouns ending in f:
chief-chiefs 4.1 Identify the main idea that
leaf-leaves is implied or explicitly stated
- use expressions denoting 4.2 Evolve a title in topic form
quantity for text based on the main
e.g. a lot of, some, etc. idea or big idea
e.g Big Idea –
Monica is healthy.
Title (in topic form)
Healthy Monica
4.3 Skim the general idea on
what the material is about
4.4 Read orally one’s best liked part
of a story
6. Use possessive form of singular 5. Note significant details that 5. Write letters observing the correct
nouns relate to the central theme format
e.g. Renato’s bag - thank you letter
6.1 Use possessive form of plural 5.1 Locate answers to wh-, - letter of invitation
nouns how and why questions - letter of congratulations
e.g. the boy’s shirt 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
7. Use a variety of sentences as to of a story 6. Write a paragraph based on
structure an outline
- declarative 6. Organize ideas
- interrogative 6.1 Classify related
- imperative ideas/concepts under
- exclamatory proper heading
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 LISTENING
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)
SPEAKING
7.1 Construct simple sentences with
modifiers and compliments
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)
10.1 Use the positive,
comparative and superlative
forms of regular adjectives
11. Use adverbs of place and time
15
READING WRITING
6.2 Give a heading or title for
texts read
6.3 Identify sub-heading for a
given heading
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
7. Write a variety of texts
7. Sequence events/ideas - letters, paragraphs using a
7.1 Sequence the major variety of sentences
events/ideas in a selection - riddles, mottos, sayings
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. Write a paragraph/short story
8. Perceive relationship from one’s experience
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. Compose riddles, slogans
9. Predict outcomes and announcements from
9.1 Give an appropriate ending given stimuli e.g. semantic
to a given situation and maps, planned
give justification for such activities/programs
ending
10. Write utterances/expressions on
10. Infer situations/comic strip
10.1 character traits from a presented
selection read e.g. Thank you!
 LISTENING SPEAKING READING WRITING
13. Give conclusions to situations/ 12. Use prepositions and Come and have fun.
news/oral report heard prepositional phrase 11. Draw conclusions based on You’re great!
e.g. among information given
in a month

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- 11. Write paragraphs
6 sentences 12. Evaluate ideas and make - Descriptive
judgments - Narrative
12.1 Tell whether an action or
event is reality or fantasy 12. Write diaries and journals
12.2 Distinguish between fact
or opinion 13. Write summary of story read
12.3 Compare and contrast text - fable
information with prior - fairy tale
knowledge
12.4 Evaluate the likelihood
that a story could really
happen
12.5 Determine an author’s
perspective on the
central topic

16

LISTENING
1. Distinguish changes in
meaning in sentences
caused by shift in
intonation
e.g. She’s coming.
(plain statement)
She’s coming?
(for confirmation)
1.1 Distinguish changes in meaning
of words caused by stress shift
e.g. Please recórd (verb) the
test result in the class récord
(noun)
2. Follow a series of directions
(5 to 6 steps)
3. Give titles to paragraph/stories
listened to
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
ENGLISH – GRADE V
SPEAKING READING WRITING
1. Increase one’s speaking vocabulary 1. Decode meaning of unfamiliar 1. Write the correct spelling of words
1.1 Pronounce words words learned in listening, speaking and
putting stress on the correct 1.1 Decode words in stories reading
syllable using structural analysis
1.2 Use the correct 1.1.1 words with affixes
intonation for statements and - prefixes and suffixes
questions 1.2 Identify the different
1.3 Use courteous information given to a
expressions in conducting a club word in a dictionary
meeting - syllabication
- stress marks
- multiple meaning of
words.
1.3 Use synonyms and
antonyms
2. Follow printed directions in filling 2. Fill out school forms correctly
up school forms - Information Sheet
- Information Sheet - Bank deposit and
2. Make simple and accurate withdrawal slip
descriptions and announcements 3. Get the main idea
3.1 Give heading to a set of 3. Write a paragraph from the
related ideas pictures drawn
3. Use plural form of nouns 3.2 Identify the key sentence in - Beginning sentence
in talking about a paragraph - Middle
oneself/others 3.3 Identify the details that - Ending
- irregular nouns support the key sentence
3.4 Skim to get a general idea 4. Arranging sentences according to
4. Retell selections listened to on what the material is about order of time/importance in writing
a paragraph
5. Use a variety of sentences 4. Note significant details
- simple 4.1 Identify the setting, characters 5. Write rhymes/jingles related to the
- compound and ending of stories read selection read
- complex 4.2 Draw pictures of
Incidents/characters from a
6. Use possessive form of selection heard
plural nouns 4.3 Identify oneself with a
- proper nouns ending in s or z character in the story
17
 LISTENING
6. 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
SPEAKING
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, 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 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
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-
10.1 Adverbs of manner and
frequency
10.2 Use words that can function
18
READING WRITING
5. Organize ideas
5.1 Identify the major 6. Write a 2-point sentence outline
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
6. Sequence the major
ideas/concept in a selection
7. Perceive relationship
- give possible causes to a 7. Write reports from writing models
given effect and possible - Science report
effects to a given cause - television shows
- schools and community
8. Predict outcomes news
8.1 Give possible endings to a
selection 8. Write an ending to an incomplete
8.2 Give an appropriate ending to a story
selection
9. Infer
- traits of character
- the general mood of 9. Write
expression in a selection - descriptive paragraph
- how the story would turn out - letters of invitation/request
if some episodes were - telegrams
changed - announcements
10. Draw conclusions based on
information given 10. Respond in writing based on
stimuli-
11. Evaluate ideas/make judgements - result of an observation/
11.1 Identify facts/opinions in a experiment
selection read - acceptance letter
11.2 Give opinions about - descriptive/narrative
information read
 LISTENING SPEAKING READING WRITING
as adjectives and adverbs
11. Report accurately 10.3 Use preposition + 11.3 Get information from
information heard prepositional phrase newspapers 11. Write reported statements in
- parts of a newspaper and paragraph form
11. Direct and indirect discourse information from each
e.g. Direct – part 11.1 direct discourse to indirect
Lydia said, “Fe write a letter.”
Indirect – 12. Use library resources to get
Lydia told Fe to write a letter. information 12. Write different texts
- Card catalog - Narrative
11.1 Transform direct to indirect or - Atlas, encyclopedia - Description
vice versa - Newspapers - Appointments
11.2 Change statement to question - Advertisements
or vice versa
e.g. Nora writes a letter.
Does Nora write a letter?

12. Talk about topics of

interest in 7-8 sentences

19

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
ENGLISH – GRADE VI
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
20
READING WRITING
1. Decode meaning of unfamiliar 1. Write a composition showing
words using - introduction
- structural analysis - body
- words with affixes - conclusion
• prefixes and suffixes
- the dictionary
• words with multiple
meanings
- context clues
1.1 Learn some common 2. Write specific directions on
idioms given situations
e.g. stone’s throw e.g. interpret a diagram/road
1.2 Use figurative map
language to describe people
and events 3. Write a model composition
- Simile; Metaphor; - arrange details in order
Hyperbole • home reading report
• diaries
2. Follow a series of directions in- • minutes of meeting
- experiments
- prescriptions 4. Write a summary of what was
- cooking read
3. Tell the big ideas/key concepts 5. Write from dictation
implied in each paragraph of
the story read- 5.1 Reconstruct a dictated text
3.1 Give the details that by taking down important notes
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
 LISTENING
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
SPEAKING READING WRITING
story/selection
5.1 Use a story grammar
to show sequence of episodes
in a story
5. Use nouns- 6. Organize ideas 6. Write reported statements in a
- plural of compound nouns, 6.1 Make a heading/sub- story form
- gerunds heading for paragraphs in a 6.1 Change statements,
5.1 Use nouns that are plural selection questions, requests and
in form but singular in 6.2 Identify the key commands to reported
meaning concept/ sentence that make up sentences
e.g. news, measles the story
6.3 Identify the details,
6. Use a variety of sentences as heading for an outline
to structure 6.4 Make a three-point
outline of an expository text read 7. Write an ending to a given
- simple situation
• simple subject with compound 7. Perceive relationship
predicate
• compound subject and simple 7.1 Tell the relationship expressed
predicate in the selection as to cause
• simple subject and compound and effect
predicate 7.2 Give other possible causes to a
• compound predicate and given effect and other effects
compound subject to a given cause 8. Write a model composition
- compound
8. Predict outcomes - write about one’s
• using connectors and and but feelings/reactions using the
- complex 8.1 Give other events that could correct form of the verb
• dependent and independent happen next
clause
8.2 Draw pictures of
6.1 Use direct and indirect incidents/characters that is
discourse possible to happen
7. Use indefinite pronouns 8.3 Give possible endings to a
selection 9. Write an outline of a story read
7.1 Use the verb that agrees - Write a two to three point
with the indefinite pronouns 9. Infer sentence outline
- traits of character
8. Use verbs - the general mood of the
21
 LISTENING
9. Evaluate and make judgments
9.1 Distinguish advertisement from
propaganda
SPEAKING
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. 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
e.g. Direct –
Ben said, “Nilo was in the contest.”
Indirect –
Ben said that Nilo won in the
contest.
12. Talk about topics of interest
- use a variety of sentences
- preposition and prepositional
phrases
22
READING WRITING
selection
- how the story would turn out if
some episodes were changed
- alternative actions taken by
characters
- alternative actions taken by
characters
10. Draw conclusions based on 10. Organize one’s thoughts in
information given writing
10.1 Evaluate if a conclusion - information
made is justifiable - description
10.2 Identify sufficient - resume
evidences to justify a
conclusion/generalization
11. Evaluate ideas/make judgement 11. Respond in writing based on
11.1 Give opinions about stimuli and triggers
information read - application letter
11.2 Determine the purpose of - directions
the author - ads for work, editorials
11.3 Identify author’s device to
bring out his message
12. Use the library resources 12. Fill out forms
effectively
12.1 Use card catalog, atlas, - Information Sheet
almanac, and other - Community Tax Certificate
general references - Bank Notes
12.2 Get information from
newspapers and other
references
- Parts of a newspaper
Information one gets from
each part
- atlas, encyclopedia