Bec Pelc2010 English

8/3/2019 Bec Pelc2010 English

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(PhilippineElementaryLearningCompetencies)BASICEDUCATIONCURRICULUMENGLISHBUREAUOFELEMENTARYEDUCATIONDepartment ofEducationRepublicofthePhilippinesJUNE 2010(PhilippineElementaryLearningCompetencies)BASICEDUCATIONCURRICULUMENGLISHBUREAUOFELEMENTARYEDUCATIONDepartment ofEducationRepublicofthePhilippinesJUNE 2010E:\CDD Files\BEC-PELC Finalized June 2010\COVER PELC - English.docx Printed: 8/12/2010 11:19 AM [Anafel Bergado] 1


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EXPECTATIONS

GOAL: Access varied information and creatively use them in spoken and written forms; communicate fluently andaccurately orally and in writing, for a variety of purposes and different social

and academic contexts at their level whilecarrying out activities in everyday life

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

At the end of Grade V, the learner is expected to listen critically to differenttext types; express ideas logically in oral and written forms;and demonstrate interest in reading to meet ones 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 oraland in written form; demonstrate more independence in the use of language to meet everyday needs; and read independently forpleasure 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 usingthe 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 andrespond properly to environmental prints like signs, posters, commands and requests; and write legibly simple sentences and messagesin cursive form.

At the end of Grade I, the learner is expected to recognize differences in speech sounds, word stress, intonation patterns in sentencesheard; speak clearly and use appropriate expressions in talking about oneself and the immediate environment; read with ease andunderstanding beginners books in English; and write legibly information about oneself, common words and simple sentences inmanuscript 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 andwriting. 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 integrationwithin learning areas. The teacher is free to decide whether to have the four components or only two or three componentsintegrated in a days lesson.

Here is a sample lesson plan showing the four components integrated in a days lesson for 100 minutes. Science concepts areintegrated in this lesson.

I. ObjectivesTell what the story heard is about (Listening)Use of this/that with singular form of nouns (Speaking)Give appropriate heading for a set of pictures/sentences (Reading)Write words/phrases copying from a model (Writing)

II. Subject MatterTelling what the story/picture is aboutUse of this/that with singular nouns

III. Materials: short story, pictures3


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IV. ProcedureA. ListeningMotivation showing pictures of animals; talking about pets or animals they knowListening to a story

Pussy Cat is big. Its color is white and black. She sleeps under the chair withher three little baby kittens. The babykittens 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. SpeakingShow 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. ReadingTeacher 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 KittensPresent 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 forthe 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, quackGroup Activity: Assign 3 or 4 leaders who will be holding strips of paper with titles of the sentences or picturesdistributed to the pupils. When the leaders show the strips of paper, the pupils

holding the pictures/sentences grouptogether 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 pineappleVI. Agreement:Ask the pupils to write down words or sentences related to the following:Games I Like to PlayThe teacher should strive for mastery of a particular objective before proceedin

g to the next higher one. Objectives may betaught for two or more days but with different activities/exercises for each day. Criterion reference test should beadministered to measure mastery of the objectives/skills taught.

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ENGLISH GRADEI

LISTENING SPEAKING READING WRITING1. Respond appropriately to 1. Use expressions listened to in 1. Recognize words

commonly 1. Demonstrate Writingexpressions listened to * appropriate situations heard through sight word Readiness Skills *greeting othersleave takingAsk and answer questionse.g. Whats your name?Where do you live?What grade are you in?How old are you?

etc.courteous expressionone-step directionfree-hand writingconnecting dots2. Follow simple one-step 2. Give short commands and 2. Identify common printed2. Trace and copy lines *direction hearde.g. stand up

sit downdirections materials e.g. book, newspaper,2.1 Turn the pages of a readingmaterial properlystraightslantinghorizontalcurve

circular3. Identify specific sounds from a 3. Talk about the meaning of 3. Sharpen visual discrimination 3. Write legibly, accurately inbackground of different sounds sound signals heard skills * manuscript form thecapital andheard *loud and softhigh and lowe.g. roosters crow in themorning, ships make loud

sounds when they arrivesimilarities and differences of


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objects/pictures as to size,lengthidentifying missing parts ofpicturesleft to right eye movement

small letters of the alphabet3.1 Trace and copy letter withstraight linescombination of straightand slanting linese.g. Nn Aacombination of straightIdentify letters that aresimilar/ different in a group oflettersand curved linese.g. Dd

rounded strokes with* included in the 8-Week Curriculumloopse.g Cc

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LISTENING SPEAKING READING WRITING4. Identify speech sounds heardinitial and final consonantand vowel soundse.g. /f/ vs. /p/; /e/ vs. /iy/

5. Identify words that rhyme inpoems/jingles6. Recognize rising and fallingintonation and meanings theysignalyes-no questionswh-questionsstatement7 Give the main idea of a

selection heard8 Note details in a selectionheardanswering wh-questionsidentifying setting,characters, events4. Produce words listened to withinitial and final consonantsounds

initial and medial vowelsounds5. Recite rhymes, jingles withcorrect intonation and stress6. Talk about oneself/others/thingsUse singular form of nouns this/that is with objectsa and an in namingobjectsUse the plural form of nounsnoun + sthese are/those are +noun7. Use personal pronouns7.1 Use the pronoun that agrees ingender with its antecedent8. Use verbssimple present form4. Associate names of objects/pictures with their printedsymbols

e.g. words withinitial and final consonant


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soundscritical consonant andvowel sounds5. Sing/act rhymes, poems, jingles6. Read orally high frequencywords in running print Dolch

Basic Sight Word6.1 Increase ones vocabularywords about family memberslabels and sign in schoolsynonyms and antonyms6.2 Identify the parts of a book-cover, title, table of contents7. Tell what the picture or a seriesof pictures is about

7.1 Tell what the story is aboutcomposite picturee.g. a garden scenesolo picturee.g. red rose8. Answer wh-questions based onstimuli presentedObjects:composite pictures

experience charts4. Write the letters of the alphabetaccording to:groupingproper sequence5. Write words and phrases5.1 Copying from a modelname, grade, school5.2 Dolch Basic Sight Worddays of the week6. Copy paragraph with 2 to 3sentencesuse the correct punctuationmark7. Write from dictationcommon wordsphrasessimple sentence

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LISTENING SPEAKING READING WRITING8.1 Select the details of a storyheard from a set of pictures9 Tell the sequence of events in astory heard through pictures10 Act out best liked parts of story

heard11. React to what the charactersaid/did on a story listened to12. Infer the feeling/traits ofcharacters in a story heard8.1 Use ing form of the verb inresponse to:What is _____ doing?____ is cooking.

What are _____ doing?

____ are playing.8.2 Use the verb to be (am, is, are)with nouns and pronouns assubject8.3 Use the simple past form of theverb (regular verb)9. Use words that describepersons, animals, places(adjectives)9.1 Use the positive form ofregular adjectives10. Talk about topics of interest in2-3 sentences

9. Organize ideasGrouping pictures based onsimilar ideasSelect appropriate headingfor a:-set of related pictures-set of words/phrases-set of sentences10. Tell the sequence of naturalevents

plant growthlife stages of animals10.1 Tell what happened first,second, last in a series ofpictures11. Perceive relationshipsourcee.g. egg-chickenfunction

e.g. table-treespart-whole


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e.g. eyes-face12. Predict outcomesGive the possible ending ofa series of pictures/givenevents

Tell what would happennext to a set of pictures13. Infer13.1 what a person or animaldoes13.2 what have happenedbefore/after an event8. Write names of commonobjects learned in listening andspeakingcommon signs in the

classroom9. Write sentences usingsynonyms and antonyms todescribe objects10. Write sentences about onesself and family11. Compose greetings in cardse.g. Happy Birthday

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ENGLISH GRADE II

LISTENING SPEAKING READING WRITING1. Identify speech sounds heard-initial consonant blends

-initial and medial vowel sounds-words with diphthongs1.1 Discriminate speech sounds heard-critical consonant and vowelsoundse.g. /s/ vs. /z//e/ vs. /ey/1. Improve pronunciation skills1.1 Use-initial consonant blends-initial and medial vowelsounds

-words with diphthong-critical consonant sounds-critical vowel sounds1.2 Use courteous expressions inappropriate situations-greeting others-taking leave-offering help1. Associate names of objects.pictures with printed symbols1.1 Read automatically highfrequency words in running print1.2 Recognize words using spelling

patterns.-c v v c-c v c c-consonant clusters in initial andfinal position-consonant clusters and blendsin initial/final position1. Copy legibly, accurately and neatlyin manuscript form of a given text-sentences-paragraph-rhymes/poems learned2. Recognize the rising and fallingintonation in:-yes-no questions-wh-questions-statements2. Follow simple one-step directionsheard3. Identify words that rhyme in 2-3stanza poems2. Ask and answer questions2.1 Use short answer forms toquestionse.g. Who is your teacher?

Does the dog bark?3. Give commands/directions-two-step direction


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4. Recite short verses, two-stanzapoems with correct intonation andstress2. Increase ones vocabularyby learning synonymsand antonyms of common words3. Do accurately slow reading to follow

a simple one-step direction3.1 Follow printed directions fortest taking4. Pantomime/act out rhymes andjingles4.1 Feel the rhythm throughclapping, etc.2. Use capital letters in writingones address, names ofpersons, subjects, the beginningletter of the first word in asentence

1.1 Write common abbreviationse.g Mr., Mrs.1.2 Copy words in alphabeticalorder3. Copy paragraphobserving indention,capitalization andpunctuation4. Copy poems/rhymes accurately5. Demonstrate readiness skills incursive writing

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LISTENING SPEAKING READING WRITING5. Give the main idea of a selectionlistened to-Tell what the story is about3. Note details in selection listened to3.1 Answer wh-questions

7. Retell best-liked parts of a storyheard8. Act out best-liked parts of a storyheard5. Talk about oneself/others things/events5.1 Use nouns-This/that with singular formof nouns-Plural form of regular noun-These are/those are withplural noun

5.2 Use possessive pronouns (My,You, His, Her, Your)-Use the pronoun thatagrees in gender with itsantecedent5.3 Use verbs5.3.1 Use simple present form ofverbs with singular/pluralnouns as subject5.3.2 Use the -ing form of verbs(verbs of being)5.3.3 Use the simple past of theverbs commonly used

5.3.4 Use positive/negative formof auxiliary verbs5.3.5 Use two-word verb6. Use adjectives to describe people,animals, placesUse the positive form of regularadjectives7. Use preposition and prepositionalphrase5. Get the main idea3.2 Tell what the set of relatedpictures is about-Give the appropriateheading for a set ofpicturessentences3.3 Group similar ideas underproper heading3.4 Distinguish big ideas from smallideas4. Note details in short paragraph,poems, stories read4.1 Note explicit details

-descriptive words-identifycharacters,


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setting etc. of thestory5.2 Note implied details5. Organize ideas5.1 Group pictures showing similarideas5.2 Identify words/phrases

sentences that go with a givenconcept/idea7. Sequence events7.1 Tell what happened first,second, etc.7.2 Tell what happenedbefore/after an event7.3 Arrange words alphabeticallybased on the first letterWrite important dates,abbreviations in cursive-Birthday

-Days of the week-Months-Address6. Write from dictation-Phrases-Simple sentences-Sentences in paragraph form7. Write sentences/shortparagraph about the pictures8. Write the correct spelling of wordslearned in auditory discrimination

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LISTENING SPEAKING READING WRITING9. Impersonate well-liked charactersin a story heard10. Give a possible ending to asituation/story heard11. Make inferences

-Infer hidden information fromoral texts8. Talk about topics of interest in 3-4sentences8. Perceive relationship shown inpictures8.1 Identify the cause of a giveneffect8.2 Infer details in passages thatare not signaled explicitly9. Predict outcomes9.1 Tell the possible ending of

a situation presentedthrough pictures9.2 Give events thatcould happen next10. Infer-what have happened before/after an event9. Write sentences from a picturestimulus10. Write a different story endingto a story read/heard11. Write a compositionabout a given topic

10.1 Prepare an invitation cardbased on a model10.2 Write short notes tofriends/family member

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ENGLISH GRADE III

LISTENING SPEAKING READING WRITING1. Identify words with

final consonant soundsinitial and final consonantblends and clusters2. Identify words that rhyme inpoems heard3. Recognize the rising and fallingintonation in questions andanswers heard4. Follow two-step directions heard5. Give the main idea of a selectionlistened to

1. Increase ones speakingvocabulary1.1 Use words presented underauditory discrimination insentences2. Recite short verses, 1-2 stanzapoems with correct intonation andstress2.1 Recite poems with gestures2.2 Memorize short verses3. Use courteous expressions inappropriate situationse.g. inviting someone

4. Give short commands/directions-three-step directions5. Ask and answer questions aboutoneself/others using-pictures-dialogues-comic strips1. Recognize words using spellingpatterns as cluese.g. digraphs-Cvc-Consonant clusters ininitial and final position1.1 Recognize words throughrepeated exposure2. Read orally 1-2 stanza poems withcorrect pronunciation, stress andrhythm2.1 Read orally or commit tomemory well liked lines in apoem/selection2.2 Use context clues to getmeaning of unfamiliar words2.3 Use the glossary to getmeaning of new words

3. Read orally conversations/dialogsobserving proper intonation4. Follow simple two-step directions


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-two separate simple sentences-compound sentences5. Get the main idea-distinguish big ideas from smallideas-give appropriate title for aparagraph

-identify key sentence in aparagraph1. Write legibly and neatly observingcorrect letter form, capitalization,punctuation and spelling-copying from a model-letters of excuse, apology-name and write the parts of aletter2. Write contractions correctly3. Write different kinds of sentences-Telling, asking, requesting and

exclamatory sentences3.1 Write ones own addresscorrectly4. Copy paragraph with 4-5sentences-observe indention,capitalization and punctuation

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LISTENING SPEAKING READING WRITING6. Note details in selections listened to(1-2 short paragraphs)-answer who, what, when,where questions7. Sequence events in the story

listened to through pictures/groups ofsentences/guided questions8. Retell best-liked parts of a storyheard6. Talk about oneself things/events6.1 Use the singular form of nounswith verbs of being6.2 Use the plural form of Nouns7. Use possessive pronouns7.1 Use pronouns that agree ingender with its antecedent8. Use verbs

8.1 Use the correct form of the verbthat agrees with the subject innumber8.2 Use the correct time expressionto tell an action in the-present-past-future8.3 Construct sentences with simplesubject and predicate9. Use words that describe persons,places, animals, ideas, events(adjectives)

-Use the positive, comparative andsuperlative forms of adjectives6. Note explicit and implied detailsfrom a story read-Answer how and whyquestions6.1 Decode words using structuralanalysis-prefixes-compound words7. Organize ideas7.1 Classify related ideas/conceptunder proper headings7.2 Identify proper heading forrelated sentences7.3 Outline a 2-paragraph text withexplicitly given main idea8. Sequence events8.1 Arrange events as to-space order-line order-both space and timeorder8.2 Number events in a story read8.3 Arrange words alphabetically

based on the first and secondletter9. Perceive relationship


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9.1 Identify cause effectrelationship9.2 Identify and use languageclues that signify cause-effectrelationshipe.g. because, as a result10. Predict outcomes

10.1 Give an appropriate ending toa given situation5. Write from dictation different kinds ofsentences with correctpunctuation marks telling,asking etc.6. Write the correct spelling ofwords learned in listening,speaking and reading7. Write simple letters for a givenpurpose-letter of excuse

-letter of apology8. Write utterances on a givensituation/comic strip presented9. Write a different story ending10. Write sentences from a set ofpictures to make a story

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LISTENING SPEAKING READING WRITING9. Make inferences-Infer traits of characters based onwhat they do or say in a storylistened to10. Distinguish between facts and

fancy from stories heard10. Use expressions to showlocation11. Talk about topics of interest in 4-5sentences11. Infer11.1 what have happened beforeor after11.2 insight from what is read orobserved12. Draw conclusion usingpicture-stimuli/passages

13. Evaluate ideas13.1 Tell whether an action orevent is a reality or fantasy13.2 Identify irrelevant ideasin a passage14. Read orally or commit to memorypoems/verses11. Write a different story ending12. Fill out forms correctlylibrary formInformation Sheet13. Write a short story from

a given situation

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ENGLISH GRADE IV

LISTENING SPEAKING READING WRITING1. Distinguish rising and fallingintonation

2. Identify the stressed andunstressed syllablese.g. stress on the:-first syllable (library)-second syllable(industrious)-third syllable (elementary)3. Recognize pauses and stops inutterances that signal meaninge.g. Roy, the boy in white/is mycousin. (describing Roy) Roy/theboy in white is my cousin. (talking

about Roy)4. Follow 3-4 step directions heard5. Get information from aconversation listened to1. Use-words with stressed andunstressed syllables in sentences2. Give series of directionsusing sequence signals e.g.first, then, next, etc.3. Use courteous expressions inappropriate situationse.g. telephone

conversation1. Decode words in stories readusing phonetic analysise.g. /ze/z/-breeze/th/ -thank-Read orally stories/poemswith correct stress andIntonation-Show enjoyment ofstories/poems read2. Use the dictionary-to interpret stress marks forcorrect accent-select appropriate meaningfrom several meaningsgiven-to locate words using guidewords3. Do accurate, slow reading in order tofollow common directions in:-prescriptions-medicine labels-simple experiments4. Identify meaning of unfamiliarwords

-through structural analysis-words with affixes andinflectional endings


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-compound words and theircomponents words writtenas:-one word (backyard)-two words (securityguard)-hyphenated (sister-inlaw)

1. Write the correct spelling ofwords with stressed andunstressed syllablese.g.-words with silent letters-words ending in phsounded as f2. Write sentences/paragraphs givingsimple directions in doingsomethinge.g. making a projectplaying a game

3. Write from dictation-sentences and short paragraphobserving correct spellingcapitalization and punctuationmarks

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LISTENING SPEAKING READING WRITING6. Give the main idea of a selectionlistened to:-Tell what the story/poem/ news isabout in two or three sentences7. Note details in a selection

listened to:-identify setting, suspense, climaxin the story8. Classify related ideas from news/stories heard4. Ask and answer questions aboutoneself/others/picturesuse because, so that, in order5. Use the plural form of nouns insentencese.g. nouns ending in f:chief-chiefs

leaf-leaves-use expressions denotingquantitye.g. a lot of, some, etc.6. Use possessive form of singularnounse.g. Renatos bag6.1 Use possessive form of pluralnounse.g. the boys shirt7. Use a variety of sentencesdeclarative-interrogative

-imperative-exclamatory7.1 Construct simple sentences withmodifiers and compliments-use context clues-synonyms, antonyms,homonyms4. Give the main idea of a 2-paragraphtext4.1 Identify the main idea thatis implied or explicitly stated4.2 Evolve a title in topic formfor text based on the mainidea or big idea4.3 Skim the general idea onwhat the material is about4.4 Read orally ones best liked partof a story5. Note significant details thatrelate to the central theme5.1 Locate answers to wh-,how and why questionsthat are explicitly stated inthe texts5.2 Demonstrate knowledge of

story grammar by beingable to identify setting,characters and main events


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in the story5.3 Find descriptive words/actionwords in selection read5.4 Read orally ones best liked partof a story6. Organize ideas6.1 Classify related

ideas/concepts underproper heading6.2 Give a heading or title fortexts read6.3 Identify sub-heading for agiven heading4. Write a paragraph/short storyfrom ones experience5. Write letters observing the correctformat-thank you letter-letter of invitation

-letter of congratulations6. Write a paragraph based onan outline

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that to identify statementsthat show cause-effect9. Predict outcomes9.1 Give an appropriate endingto a given situation andgive justification for suchending

10. Infer10.1 character traits from aselection read11. Draw conclusions based oninformation given7. Write essays-arrange paragraphs according toorder of time/events and location8. Write a variety of texts-letters, paragraphs using avariety of sentences-riddles, mottos, sayings

9. Compose riddles, slogansand announcements fromgiven stimuli e.g. semanticmaps, plannedactivities/programs10. Write utterances/expressions onsituations/comic strippresentede.g. Thank you!Youre great!

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LISTENING SPEAKING READING WRITING14. Evaluate ideas and makejudgments on oral texts presentedorally14.1 Distinguish betweenfact and opinion

13. Talk about topics of interest in 56sentences 12. Evaluate ideas and makejudgments12.1 Tell whether an action orevent is reality or fantasy12.2 Distinguish between factor opinion12.3 Compare and contrast textinformation with priorknowledge12.4 Evaluate the likelihoodthat a story could really

happen12.5 Determine an authorsperspective on thecentral topic11. Write paragraphs-Descriptive-Narrative12. Write diaries and journals13. Write summary of story read-fable-fairy tale

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ENGLISH GRADEV

LISTENING SPEAKING READING WRITING1. Distinguish changes in

meaning in sentencescaused by shift inintonatione.g. Shes coming.(plain statement)Shes coming?(for confirmation)1.1 Distinguish changes in meaningof words caused by stress shifte.g. Please recrd (verb) thetest result in the class rcord(noun)

2. Follow a series of directions(5 to 6 steps)3. Give titles to paragraph/storieslistened to4. Note details in a selectionlistened to:-Make a storygrammar to rememberdetails (setting, character,events-Give impliedideas or information5. Get information from news report

heard5.1 List down important ideas/events1. Increase ones speaking vocabulary1.1 Pronounce words putting stresson the correct syllable1.2 Use the correct intonation forstatements and questions1.3 Use courteous expressions inconducting a club meeting2. Make simple and accuratedescriptions and announcements3. Use plural form of nounsin talking aboutoneself/others-irregular nouns4. Retell selections listened to5. Use a variety of sentences-simple-compound-complex6. Use possessive form ofplural nouns-proper nouns ending in s or z1. Decode meaning of unfamiliarwords

1.1 Decode words in storiesusing structural analysis1.1.1 words with affixes


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-prefixes and suffixes1.2 Identify the differentinformation given to aword in a dictionary-syllabication-stress marks-multiple meaning of

words.1.3 Use synonyms andantonyms2. Follow printed directions in fillingup school forms-Information Sheet3. Get the main idea3.1 Give heading to a set ofrelated ideas3.2 Identify the key sentence ina paragraph3.3 Identify the details that

support the key sentence3.4 Skim to get a general ideaon what the material is about4. Note significant details4.1 Identify the setting, charactersand ending of stories read4.2 Draw pictures ofIncidents/characters from aselection heard4.3 Identify oneself with acharacter in the story1. Write the correct spelling of wordslearned in listening, speaking and

reading2. Fill out school forms correctly-Information Sheet-Bank deposit andwithdrawal slip3. Write a paragraph from thepictures drawn-Beginning sentence-Middle-Ending4. Arranging sentences according toorder of time/importance in writinga paragraph5. Write rhymes/jingles related to theselection read

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LISTENING SPEAKING READING WRITING6. Sequence events in thestory listened to throughgroups of sentences7. Identify cause/effect fromstatements/situations heard

8. Give justification to apossible ending to a storyheard9. Identify action words/descriptive wordsin sentences/paragraphsheard10. Evaluate and make judgments onoral texts presented orally7. Use pronouns7.1 Demonstrative (who, where,etc.)

7.2 Reflexive (myself, herself, etc.)7.3 Ask and answer questionsabout oneself/othersNo + negative (No, Im not.)rejoinder-Yes + positive rejoinder(Yes, I am.)-positive stem + negativestemIts a puppy, isnt it.-negative stem + positive tag8. Use the different verb forms8.1 Simple present for

general truth8.2 Habitual past (use to + verb)8.3 Future (going to + verb)8.4 Use two-word verb9. Use words that describePersons, places, animals,Ideas (adjectives)9.1 Use the positive, comparativeand superlative forms ofadjectives9.2 Use descriptive words andphrases-as + adj. + as10. Use adverbs10.1Adverbs of manner andfrequency10.2 Use words that can functionas adjectives and adverbs10.3 Use preposition +prepositional phrase5. Organize ideas5.1 Identify the majorideas/concept in a selection5.2 Organize the key sentenceand supporting details into

an outline5.3 Make a two-point outline of a 2to 3 paragraphs


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6. Sequence the majorideas/concept in a selection7. Perceive relationship-give possible causes to agiven effect and possibleeffects to a given cause8. Predict outcomes

8.1 Give possible endings to aselection8.2 Give an appropriate ending to aselection9. Infer-traits of character-the general mood ofexpression in a selection-how the story would turn out ifsome episodes were changed10. Draw conclusions based oninformation given

11. Evaluate ideas/make judgements11.1 Identify facts/opinions in aselection read11.2 Give opinions aboutinformation read6. Write a 2-point sentence outline7. Write reports from writing models-Science report-television shows-schools and community news8. Write an ending to an incompletestory9. Write

-descriptive paragraph-letters of invitation/request-telegrams-announcements10. Respond in writing based onstimuli-result of an observation/experiment-acceptance letter-descriptive/narrative

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LISTENING SPEAKING READING WRITING11. Report accuratelyinformation heard11. Direct and indirect discoursee.g. Direct Lydia said, Fe write a letter.

Indirect Lydia told Fe to write a letter.11.1 Transform direct to indirect orvice versa11.2 Change statement to questionor vice versae.g. Nora writes a letter.Does Nora write a letter?12. Talk about topics ofinterest in 7-8 sentences11.3 Get information fromnewspapers

-parts of a newspaper andinformation from eachpart12. Use library resources to getinformation-Card catalog-Atlas, encyclopedia-Newspapers11. Write reported statements inparagraph form11.1 direct discourse to indirect12. Write different texts-Narrative

-Description-Appointments-Advertisements

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ENGLISH GRADE VI

LISTENING SPEAKING READING WRITING1. Distinguish changes in meaning ofsentences caused by stress

e.g. This is your dress.(Its yours.)This is your dress.(Its definitely a dress.)2. Follow a series of directionslistened to-labeling diagrams-completing a chart3. Give the main idea of a selectionlistened to4. Note details in selections

listened to-identify the setting, main andsecondary characters, climaxand ending of the story5. Sequence events of a storylistened to through guidedquestions1. Increase ones speaking vocabulary1.1 Relay information accuratelyusing different discourse(statement, questions,commands)1.2 Use the correct intonation

-Yes-No questions-Questions introduced byinterrogatives2. Use courteous expressions onappropriate situations-Participate in club meetings-Conducting an interview3. Ask and answer questions usingpictures/dialogues/comic strips3.1 Change statements intoquestions3.2 Use tag questions-negative and positivee.g. We get food from the forest,dont we?You dont buy junk food, do you?4. Retell a selection listened to -news broadcast-fiction stories4.1 Read orally/recite poems castfor a verse choir4.2 Give accurate announcements-Give a report based on aninterview1. Decode meaning of unfamiliar

words using-structural analysis-words with affixes


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prefixes and suffixes-the dictionarywords with multiple meanings-context clues1.1 Learn some common idiomse.g. stones throw1.2 Use figurative language todescribe people and events

-Simile; Metaphor; Hyperbole2. Follow a series of directions in-experiments-prescriptions-cooking3. Tell the big ideas/key conceptsimplied in each paragraph ofthe story read3.1Give the details thatsupport the big idea3.2 State the main idea of aparagraph that is explicit

or implied4. Note significant details4.1 Identify the events of the plot ofa story, poem, short plays5. Sequence the key concepts/bigideas to show wholeness of thestory/selection5.1 Use a story grammar to showsequence of episodes in a story1. Write a composition showing-introduction-body-conclusion

2. Write specific directions ongiven situationse.g. interpret a diagram/roadmap3. Write a model composition-arrange details in order home reading report diaries minutes of meeting4. Write a summary of what wasread5. Write from dictation5.1 Reconstruct a dictated textby taking down important notes

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LISTENING SPEAKING READING WRITING6. Give possible cause/effect tosituations/news stories heard7. Analyze ideas as to what couldhappen next from stories heard8. Make inferences

5. Use nouns-plural of compound nouns,-gerunds5.1 Use nouns that are pluralin form but singular inmeaninge.g. news, measles6. Use a variety of sentences asto structure-simplesimple subject with compound

predicatecompound subject and simplepredicatesimple subject and compoundpredicatecompound predicate andcompound subject-compoundusing connectors and and but

-complexdependent and independentclause7. Use indefinite pronouns6. Organize ideasMake a heading/sub-headingfor paragraphs in a selectionIdentify the key concept/sentence that make up the storyIdentify the details, heading foran outlineMake a three-point outline ofan expository text read7. Perceive relationshipTell the relationship expressedin the selection as to causeand effectGive other possible causes to agiven effect and other effectsto a given cause8. Predict outcomes8.1 Give other events that couldhappen next8.2 Draw pictures of

incidents/characters that ispossible to happen6. Write reported statements in a


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story form6.1 Change statements,questions, requests andcommands to reportedsentences7. Write an ending to a givensituation

8. Write a model composition-write about onesfeelings/reactions using thecorrect form of the verb8.1 Infer the mood of certainevents through thespeakers actions/intentions/utterances7.1 Use the verb that agreeswith the indefinite pronouns8. Use verbs8.1 Use the different verb

forms-present perfect form-active and passive voice-expressions about future plans hope-can; wish, could if were8.3 Give possible endings to aselection9. Infer-traits of character-the general mood of theselection-how the story would turn out ifsome episodes were changed

-alternative actions taken bycharacters-alternative actions taken bycharacters9. Write an outline of a story read-Write a two to three pointsentence outline

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LISTENING SPEAKING READING WRITING9. Evaluate and make judgments9.1 Distinguish advertisement frompropaganda9. Use adjectives9.1 Use descriptive words and

phrases-too + adj. + nominale.g. too short for-adjective + enoughe.g. old enough-two-word adjectivee.g. two-story building9.2 degree of comparison ofirregular adjectives9.3 adjectives in series10. Use adverbs-degrees of comparison of

adverbs-words that can function asadjective /adverb11. Use direct and indirect discourse12. Talk about topics of interest-use a variety of sentences-preposition and prepositionalphrases10. Draw conclusions based oninformation given10.1 Evaluate if a conclusionmade is justifiable10.2 Identify sufficient

evidences to justify aconclusion/generalization11. Evaluate ideas/make judgement11.1 Give opinions aboutinformation read11.2 Determine the purpose ofthe author11.3 Identify authors device tobring out his message12. Use the library resourceseffectively12.1 Use card catalog, atlas,almanac, and othergeneral references12.2 Get information fromnewspapers and otherreferences-Parts of a newspaperInformation one gets fromeach part10. Organize ones thoughts inwriting-information-description-resume

11. Respond in writing based onstimuli and triggers-application letter


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-directions-ads for work, editorials12. Fill out forms-Information Sheet-Community Tax Certificate-Bank Notes

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Bec Pelc2010 English