The document provides expectations and objectives for English language skills including listening, speaking, reading, and writing. It describes activities to practice these skills such as telling stories, using pronouns, giving headings, and writing words. The goal is for students to access and communicate information orally and in writing for different purposes.

1. ENGLISH
DESCRIPTION
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.
-peer tutoring
-enrichment/reinforcement for fast learners
-remediation for slow learners
-spelling lessons
-writing (practice)
-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
A
I.
Objectives
Tell what the story heard is about (Listening)
Use of this/that with singular form of nouns (Speaking)
Give appropriate heading for a set of pictures/sentences (Reading)
Write words/phrases – copying from a model (Writing)
II.
Subject Matter
Telling what the story/picture is about
Use of this/that with singular nouns
III.
Materials:
short story, pictures
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2. 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?

3. 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