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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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 about

Use of this/that with singular nouns

III. Materials: short story, pictures

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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.

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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 ______.

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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.

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 ENGLISH – GRADE I

LISTENING SPEAKING READING WRITING

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

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

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 LISTENING SPEAKING READING WRITING

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

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

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
8 Note details in a selection
heard
• answering wh- questions
• identifying setting,
6. Talk about oneself/others/things 6. Read orally high frequency
Use 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
7. Use personal pronouns
7.1 Use the pronoun that agrees in
gender with its antecedent
8. Use verbs
• simple present form
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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
7. Tell what the picture or a series
of pictures is about
7.1 Tell what the story is about
• composite picture
e.g. a garden scene
• solo picture
e.g. red rose
8. Answer wh-questions based on
stimuli presented
Objects:
• composite pictures
5. Write words and phrases
5.1 Copying from a model
• name, grade, school
5.2 Dolch Basic Sight Word
• days of the week
6. Copy paragraph with 2 to 3
sentences
• use the correct punctuation
mark
7. Write from dictation
• common words
• phrases
• simple sentence
 LISTENING
characters, events
8.1 Select the details of a story heard
from a set of pictures
9 Tell the sequence of events in a 8.2 Use the verb to be (am, is, are)
story heard through pictures
8.3 Use the simple past form of the
10 Act out best liked parts of story
heard
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
8.1 Use –ing form of the verb in
response to:
• What is _____ doing?
____ is cooking.
• What are _____ doing?
____ are playing.
with nouns and pronouns as
subject
verb (regular verb)
9. Use words that describe
persons, animals, places
(adjectives)
9.1 Use the positive form of
regular adjectives
10. Talk about topics of interest in 2- 12. Predict outcomes
3 sentences
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READING WRITING
• experience charts
9. Organize ideas 8. Write names of common objects
• Grouping pictures based on learned in listening and
similar ideas speaking
• Select appropriate heading • common signs in the
for a: classroom
- set of related pictures
- set of words/phrases
- set of sentences
10. Tell the sequence of natural
events
• plant growth
• life stages of animals
10.1 Tell what happened first,
second, last in a series of
pictures
11. Perceive relationship 9. Write sentences using
• source synonyms and antonyms to
e.g. egg-chicken describe objects
• function
e.g. table-trees
• part-whole
e.g. eyes-face
10. Write sentences about one’s
• 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
 LISTENING SPEAKING
ENGLISH – GRADE II
LISTENING SPEAKING
1. Identify speech sounds heard 1. Improve pronunciation skills
- initial consonant blends 1.1 Use
- initial and medial vowel sounds - initial consonant blends
- words with diphthongs - initial and medial vowel
sounds
1.1 Discriminate speech sounds heard - words with diphthong
- critical consonant and vowel - critical consonant sounds
sounds - critical vowel sounds
e.g. /s/ vs. /z/
/∂e/ vs. /ey/ 1.2 Use courteous expressions in
appropriate situations
- greeting others
- taking leave
- offering help
2. Recognize the rising and falling 2. Ask and answer questions
intonation in:
- yes-no questions 2.1 Use short answer forms to
- wh- questions questions
- statements e.g. Who is your teacher?
Does the dog bark?
2. Follow simple one-step directions 3. Give commands/directions
heard
- two-step direction
3. Identify words that rhyme in 2-3 4. Recite short verses, two-stanza
stanza poems poems with correct intonation and
stress
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READING
before/after an event
READING
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
2. Increase one’s vocabulary
by learning synonyms
and antonyms of common words
3. Do accurately slow reading to follow
a simple one-step direction
3.1 Follow printed directions for
test taking
4. Pantomime/act out rhymes and
jingles
4.1 Feel the rhythm through
WRITING
WRITING
1. Copy legibly, accurately and neatly
in manuscript form of a given text
- sentences
- paragraph
- rhymes/poems learned
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 abbreviations
e.g Mr., Mrs.
1.2 Copy words in alphabetical
order
3. Copy paragraph
observing indention,
capitalization and
punctuation
4. Copy poems/rhymes accurately
5. Demonstrate readiness skills in
 LISTENING SPEAKING READING WRITING
clapping, etc. cursive writing

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 verbs
5.3.1 Use simple present form
of verbs with
singular/plural nouns as
subject
5.3.2 Use the -ing form of
verbs (verbs of being)
5.3.3 Use the simple past of
the verbs commonly
used
5.3.4 Use positive/negative
form of auxiliary verbs
5.3.5 Use two-word verb
6. Use adjectives to describe people,
animals, places
Use the positive form of regular
adjectives
7. Use preposition and prepositional
phrase
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5. Get the main idea Write important dates, abbreviations in
cursive
3.2 Tell what the set of related - Birthday
pictures is about - Days of the week
- Give the appropriate - Months
heading for a set of - Address
• pictures
• sentences
3.3 Group similar ideas under 6. Write from dictation
proper heading - Phrases
- Simple sentences
3.4 Distinguish big ideas from small - Sentences in paragraph form
ideas
4. Note details in short paragraph, 7. Write sentences/short
poems, stories read paragraph about the pictures
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 8. Write the correct spelling of words
learned in auditory discrimination
7.1 Tell what happened first,
second, etc.
 LISTENING SPEAKING READING WRITING
7.2 Tell what happened
before/after an event
7.3 Arrange words alphabetically
based on the first letter

9. Impersonate well-liked characters 8. Perceive relationship shown in

in a story heard pictures 9. Write sentences from a picture
8. Talk about topics of interest in 3-4 stimulus
sentences 8.1 Identify the cause of a given
effect
8.2 Infer details in passages that
are not signaled explicitly

10. Give a possible ending to a 9. Predict outcomes

situation/story heard 10. Write a different story ending
9.1 Tell the possible ending of to a story read/heard
a situation presented
through pictures

9.2 Give events that

could happen next

11. Make inferences 10. Infer

- what have happened 11. Write a composition
- Infer hidden information from before/ after an event about a given topic
oral texts
10.1Prepare an invitation card
based on a model
10.2Write 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
patterns as clues
e.g. digraphs
- Cvc
- Consonant clusters in
initial and final position
1.1 Recognize words through
repeated exposure
1. Write legibly and neatly observing
correct letter form, capitalization,
punctuation and spelling
- copying from a model
- letters of excuse, apology
- name and write the parts of a
letter

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

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
4. Give short commands/directions
- three-step directions
5. Ask and answer questions about
oneself/others using
- pictures
- dialogues
- comic strips
3. Read orally conversations/dialogs 3. Write different kinds of sentences
observing proper intonation - Telling, asking, requesting and
exclamatory sentences
4. Follow simple two-step directions 3.1 Write one’s own address
- two separate simple sentences correctly
- compound sentences
4. Copy paragraph with 4-5 sentences
5. Get the main idea - observe indention, capitalization
and punctuation
- distinguish big ideas from small
ideas
- give appropriate title for a
paragraph
- identify key sentence in a
paragraph

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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. Talk about oneself things/events
6.1 Use the singular form of nouns
with verbs of being
6.2 Use the plural form of Nouns
7. Use possessive pronouns
7.1 Use pronouns that agree in
gender with its antecedent
8. Use verbs
8.1 Use the correct form of the verb
that agrees with the subject in
number
8.2 Use the correct time expression
to tell an action in the
- present
- past
- future
8.3 Construct sentences with simple
subject and predicate
9. Use words that describe persons,
places, animals, ideas, events
(adjectives)
- Use the positive, comparative and
superlative forms of adjectives
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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
10.1 Give an appropriate ending to
a given situation
 LISTENING SPEAKING READING WRITING

9. Make inferences 10. Use expressions to show 11. Infer 11. Write a different story ending
- Infer traits of characters based location
on what they do or say in a 11.1 what have happened before
story listened to or after
11. Talk about topics of interest in 4-5 11.2 insight from what is read or
sentences observed

12. Draw conclusion using 12. Fill out forms correctly

picture-stimuli/passages • library form
• Information Sheet
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 13. Write a short story from
poems/verses a given situation

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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
e.g. Roy, the boy in white/is my
cousin. (describing Roy) Roy/the
boy in white is my cousin. (talking
about Roy)
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
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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.
- 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
2. Use the dictionary
- to interpret stress marks for
correct accent
- select appropriate meaning
from several meanings
given
- to locate words using guide
words
3. Do accurate, slow reading in order to 2. Write sentences/paragraphs giving
follow common directions in: simple directions in doing
- prescriptions something
- medicine labels e.g. making a project
- simple experiments playing a game
4. Identify meaning of unfamiliar 3. Write from dictation
words - sentences and short paragraph
- through structural analysis observing correct spelling
- words with affixes and capitalization and punctuation
inflectional endings 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
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-chiefs
leaf-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
nouns
e.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
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READING WRITING
- use context clues
- synonyms, antonyms,
homonyms
4. Give the main idea of a 2-paragraph 4. Write a paragraph/short story
text from one’s experience
4.1 Identify the main idea that
is implied or explicitly stated
4.2 Evolve a title in topic form
for text based on the main
idea or big idea
4.3 Skim the general idea on
what the material is about
4.4 Read orally one’s best liked part
of a story
5. Note significant details that 5. Write letters observing the correct
relate to the central theme format
- thank you letter
5.1 Locate answers to wh-, - letter of invitation
how and why questions - letter of congratulations
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. Write a paragraph based on
6.1 Classify related an outline
ideas/concepts under
proper heading
6.2 Give a heading or title for
texts read
6.3 Identify sub-heading for a
given heading
 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)
13. Give conclusions to situations/
news/oral report heard
SPEAKING
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. among
in a month
19
READING WRITING
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. Sequence events/ideas 7. Write essays
7.1 Sequence the major - arrange paragraphs according to
events/ideas in a selection order of time/events and location
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. Write a variety of texts
8.1 Identify statements/events - letters, paragraphs using a
that show cause-effect variety of sentences
relationship - riddles, mottos, sayings
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. Compose riddles, slogans
9.1 Give an appropriate ending and announcements from
to a given situation and given stimuli e.g. semantic
give justification for such maps, planned
ending activities/programs
10. Infer 10. Write utterances/expressions on
10.1 character traits from a situations/comic strip
selection read presented
e.g. Thank you!
11. Draw conclusions based on You’re great!
information given
 LISTENING SPEAKING READING WRITING

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

20
 ENGLISH – GRADE V

LISTENING SPEAKING READING WRITING

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)
1. Increase one’s speaking vocabulary
1.1 Pronounce words putting stress
on the correct syllable
1.2 Use the correct intonation for
statements and questions
1.3 Use courteous expressions in
conducting a club meeting
1. Decode meaning of unfamiliar 1. Write the correct spelling of words
words learned in listening, speaking and
1.1 Decode words in stories reading
using structural analysis
1.1.1 words with affixes
- prefixes and suffixes
1.2 Identify the different
information given to a
word in a dictionary
- syllabication
- stress marks
- multiple meaning of
words.
1.3 Use synonyms and
antonyms

2. Follow a series of directions
(5 to 6 steps)
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
2. Make simple and accurate 2. Follow printed directions in filling
descriptions and announcements up school forms
- Information Sheet
3. Use plural form of nouns 3. Get the main idea
in talking about 3.1 Give heading to a set of
oneself/others related ideas
- irregular nouns 3.2 Identify the key sentence in
a paragraph
4. Retell selections listened to 3.3 Identify the details that
support the key sentence
5. Use a variety of sentences 3.4 Skim to get a general idea
- simple on what the material is about
- compound
- complex 4. Note significant details
4.1 Identify the setting, characters
6. Use possessive form of and ending of stories read
plural nouns 4.2 Draw pictures of
- proper nouns ending in s or z Incidents/characters from a
selection heard
4.3 Identify oneself with a
character in the story
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
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-
10.1Adverbs of manner and
frequency
10.2 Use words that can function
as adjectives and adverbs
10.3 Use preposition +
22
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 news
8. Predict outcomes
8.1 Give possible endings to a 8. Write an ending to an incomplete
selection story
8.2 Give an appropriate ending to a
selection
9. Infer
- traits of character 9. Write
- the general mood of - descriptive paragraph
expression in a selection - letters of invitation/request
- how the story would turn out if - telegrams
some episodes were 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
11. Report accurately prepositional phrase 11.3 Get information from
information heard newspapers 11. Write reported statements in
11. Direct and indirect discourse - parts of a newspaper and paragraph form
e.g. Direct – information from each
Lydia said, “Fe write a letter.” part 11.1 direct discourse to indirect
Indirect –
Lydia told Fe to write a letter. 12. Use library resources to get
information 12. Write different texts
11.1Transform direct to indirect or - Card catalog - Narrative
vice versa - Atlas, encyclopedia - Description
11.2Change statement to question - Newspapers - Appointments
or vice versa - Advertisements
e.g. Nora writes a letter.
Does Nora write a letter?

12. Talk about topics of

interest in 7-8 sentences

23

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
24
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 idioms 2. Write specific directions on
e.g. stone’s throw given situations
1.2 Use figurative language to e.g. interpret a diagram/road
describe people and events map
- Simile; Metaphor; Hyperbole
3. Write a model composition
2. Follow a series of directions in- - arrange details in order
- experiments • home reading report
- prescriptions • diaries
- cooking • minutes of meeting
3. Tell the big ideas/key concepts 4. Write a summary of what was
implied in each paragraph of read
the story read-
3.1 Give the details that 5. Write from dictation
support the big idea
3.2 State the main idea of a 5.1 Reconstruct a dictated text
paragraph that is explicit by taking down important notes
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
 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
5. Use nouns-
- plural of compound nouns,
- gerunds
5.1 Use nouns that are plural
in form but singular in
meaning
e.g. news, measles
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
25
READING WRITING
6. Organize ideas 6. Write reported statements in a
Make a heading/sub-heading story form
for paragraphs in a selection 6.1 Change statements,
Identify the key concept/ questions, requests and
sentence that make up the story commands to reported
Identify the details, heading for sentences
an outline
Make a three-point outline of an
expository text read
7. Perceive relationship 7. Write an ending to a given
situation
Tell the relationship expressed in
the selection as to cause and effect
Give other possible causes to a
given effect and other effects to a
given cause
8. Predict outcomes
8. Write a model composition
8.1 Give other events that could
happen next - write about one’s
feelings/reactions using the
8.2 Draw pictures of correct form of the verb
incidents/characters that is
possible to happen
8.3 Give possible endings to a
selection
9. Infer
- traits of character 9. Write an outline of a story read
- the general mood of the - Write a two to three point
selection sentence outline
- how the story would turn out if
some episodes were changed
- alternative actions taken by
characters
- alternative actions taken by
characters
 LISTENING
9. Evaluate and make judgments
9.1 Distinguish advertisement from
propaganda
SPEAKING
9. Use adjectives
9.1 Use descriptive words and
phrases
- too + adj. + nominal
e.g. too short for
- adjective + enough
e.g. old enough
- two-word adjective
e.g. two-story building
9.2 degree of comparison of
irregular adjectives
9.3 adjectives in series
10. Use adverbs
- degrees of comparison of
adverbs
- words that can function as
adjective /adverb
11. Use direct and indirect discourse
12. Talk about topics of interest
- use a variety of sentences
- preposition and prepositional
phrases
` Information one gets from
26
READING
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
each part
WRITING
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