This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- The PELC lists expected learning outcomes for each communication skill by grade in a matrix format to guide lesson planning.
- A sample lesson plan is provided to demonstrate integrating the four communication skills around a science topic.
- Expectations increase
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- Time allotment is 100 minutes for grades 1-3 and 80 minutes for grades 4-6, to develop foundational skills early on.
- Expectations increase each year for listening comprehension, oral expression, reading fluency and independence, and
The document provides information about the English subject competencies for grades 1-6 in the Philippine elementary curriculum. It describes the key areas of listening, speaking, reading and writing. For grade 1, learners are expected to develop basic communication skills like responding to greetings, following simple directions, and identifying letters and sounds. They also begin to demonstrate writing readiness, tracing and copying letters. The curriculum aims to develop literacy and language skills in a progressive manner through the primary grades.
1. The document outlines the competencies in the mother tongue for grades 1 through 3 of the K to 12 curriculum in the Philippines.
2. It includes competencies for oral language, phonological skills, book and print knowledge, alphabet knowledge, word recognition, fluency, spelling, and handwriting.
3. The competencies become more advanced each grade, building on skills from the previous grade, such as being able to sequence more events in a story and read more advanced texts with greater fluency.
The document provides information about the English curriculum for elementary grades in the Philippines. It includes:
1) Descriptions of the four areas of communication - listening, speaking, reading and writing - and the expected outcomes for each grade level.
2) Time allotments for English, which is 100 minutes for grades 1-3 and 80 minutes for grades 4-6.
3) Expectations for what learners should be able to do at the end of each grade level in the four communication areas.
4) Samples of lesson plans integrating the four communication areas and science concepts.
The document outlines a 3-day English lesson plan on idioms for 8th grade students. Day 1 introduces idioms and their literal and figurative meanings through examples. Students practice identifying meanings in groups. Day 2 reviews idioms from Day 1 and teaches new ones through definitions and examples. Students practice matching idioms to definitions and writing their own sentences. Day 3 assesses students through a quiz identifying idioms from illustrations and definitions and a cloze test choosing the correct idiom to complete sentences.
The textbook is generally well-organized with content presented topically in increasing difficulty, though it lacks emphasis on the target language culture. New vocabulary is introduced clearly but not reinforced through varied activities. Illustrations enhance text meaning but exercises could better promote critical thinking. Overall the textbook adequately meets student needs with some aspects like vocabulary reinforcement and cover design requiring improvement.
This document provides a daily lesson log for an English class that focuses on objectives, content, learning resources, and procedures for the week. The objectives are centered around composing and delivering an entertainment speech using effective paragraphs, grammatical signals, and appropriate prosody. The content examines stories from Thailand and Malaysia, idiomatic expressions, and bibliographic formatting. Learning resources include textbooks, worksheets, and online materials. The procedures outline daily activities like introducing topics, establishing purposes, practicing skills, finding applications, and evaluating learning. The goal is for students to transfer their learning by composing and delivering a creative speech.
The document outlines a 4 day lesson plan focusing on sounds, letters, reading and friendship. Day 1 involves listening to a story about characters Andy and Sammy and singing a song replacing character names. Day 2 focuses on reading, with pupils recognizing initial/final sounds of letters like s, p, c, a, t and blending phonemes. Pupils locate letters and do actions for phonemes. Day 3 involves writing letters modeled with clay. Day 4 has pupils creating name tags while singing a modified song. The plan aims to teach sounds and letters while promoting friendship.
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- Time allotment is 100 minutes for grades 1-3 and 80 minutes for grades 4-6, to develop foundational skills early on.
- Expectations increase each year for listening comprehension, oral expression, reading fluency and independence, and
The document provides information about the English subject competencies for grades 1-6 in the Philippine elementary curriculum. It describes the key areas of listening, speaking, reading and writing. For grade 1, learners are expected to develop basic communication skills like responding to greetings, following simple directions, and identifying letters and sounds. They also begin to demonstrate writing readiness, tracing and copying letters. The curriculum aims to develop literacy and language skills in a progressive manner through the primary grades.
1. The document outlines the competencies in the mother tongue for grades 1 through 3 of the K to 12 curriculum in the Philippines.
2. It includes competencies for oral language, phonological skills, book and print knowledge, alphabet knowledge, word recognition, fluency, spelling, and handwriting.
3. The competencies become more advanced each grade, building on skills from the previous grade, such as being able to sequence more events in a story and read more advanced texts with greater fluency.
The document provides information about the English curriculum for elementary grades in the Philippines. It includes:
1) Descriptions of the four areas of communication - listening, speaking, reading and writing - and the expected outcomes for each grade level.
2) Time allotments for English, which is 100 minutes for grades 1-3 and 80 minutes for grades 4-6.
3) Expectations for what learners should be able to do at the end of each grade level in the four communication areas.
4) Samples of lesson plans integrating the four communication areas and science concepts.
The document outlines a 3-day English lesson plan on idioms for 8th grade students. Day 1 introduces idioms and their literal and figurative meanings through examples. Students practice identifying meanings in groups. Day 2 reviews idioms from Day 1 and teaches new ones through definitions and examples. Students practice matching idioms to definitions and writing their own sentences. Day 3 assesses students through a quiz identifying idioms from illustrations and definitions and a cloze test choosing the correct idiom to complete sentences.
The textbook is generally well-organized with content presented topically in increasing difficulty, though it lacks emphasis on the target language culture. New vocabulary is introduced clearly but not reinforced through varied activities. Illustrations enhance text meaning but exercises could better promote critical thinking. Overall the textbook adequately meets student needs with some aspects like vocabulary reinforcement and cover design requiring improvement.
This document provides a daily lesson log for an English class that focuses on objectives, content, learning resources, and procedures for the week. The objectives are centered around composing and delivering an entertainment speech using effective paragraphs, grammatical signals, and appropriate prosody. The content examines stories from Thailand and Malaysia, idiomatic expressions, and bibliographic formatting. Learning resources include textbooks, worksheets, and online materials. The procedures outline daily activities like introducing topics, establishing purposes, practicing skills, finding applications, and evaluating learning. The goal is for students to transfer their learning by composing and delivering a creative speech.
The document outlines a 4 day lesson plan focusing on sounds, letters, reading and friendship. Day 1 involves listening to a story about characters Andy and Sammy and singing a song replacing character names. Day 2 focuses on reading, with pupils recognizing initial/final sounds of letters like s, p, c, a, t and blending phonemes. Pupils locate letters and do actions for phonemes. Day 3 involves writing letters modeled with clay. Day 4 has pupils creating name tags while singing a modified song. The plan aims to teach sounds and letters while promoting friendship.
This document provides an overview of the structure and rationale for teaching listening, speaking, reading, and writing lessons according to three stages - presentation, practice, and production. It explains that the presentation stage introduces new concepts, the practice stage provides opportunities for students to develop their skills with guidance, and the production stage allows students to demonstrate their understanding. Sample learning standards and activities are also included for each subject to exemplify how this three-stage approach can be implemented in Year 5 classrooms. The document aims to help teachers plan and execute lessons in an organized, progressive, and developmentally appropriate manner.
The lesson plan provides details for a 30 minute English language class for Year 5 students focusing on the life cycle of frogs. Students will learn vocabulary related to frogs and their development, practice pronunciation of multi-syllable words, read about the frog life cycle, and participate in a quiz to assess their comprehension. The lesson emphasizes speaking, reading, and listening skills as well as the moral value of caring for animals.
This document outlines a unit plan for an English as a Second Language class focusing on Australian values. Over four weeks, students will explore how narratives, films, and other texts portray Australian values through conventions like structure, language, and visual techniques. They will closely analyze the film "Australia" and short story "The Rabbits" to identify values presented and how composers use techniques to convey meaning. Assessment will include tasks analyzing how a value is portrayed in a text, a viewing representation, and reflection on learning. The unit aims to improve students' English skills while learning about Australian culture and values.
Putting it together to a class-clinical use of ESL teaching methodRonglin Yao
The document discusses strategies for teaching students with diverse needs and backgrounds in an English language classroom. It addresses four scenarios: 1) A student who is hearing impaired and uses a hearing aid, 2) A student struggling academically in writing, 3) A gifted student with strong reading and writing skills, and 4) A student who enjoys surfing magazines. The strategies discussed include differentiating instruction, using multiple intelligences approaches, scaffolding learning, providing choice and authentic activities related to students' interests. The goal is to engage all students and meet their individual needs through tailored teaching methods.
A course in language teaching diapositives allguesta782e2a
Penny Ur has over 30 years of experience teaching English in Israel. She is interested in language teaching methodology, particularly related to fluency and accuracy. The book provides materials and guidance for teaching English, including activities for teaching pronunciation, vocabulary, grammar, speaking, reading, and writing. It also addresses testing students, presenting new topics, classroom interaction patterns, questioning techniques, classroom management, teaching younger vs. older learners, and teaching heterogeneous classes.
The document provides details about an English lesson for Form 4 students on the topic of places of interest. The lesson objectives are for students to identify the general idea and specific details of a reading text about visiting Taman Desa by using skimming and scanning skills. Students will also recognize the use of directional prepositions like across, along and towards based on context. During the lesson, students will read the text and draw the route on a map using the prepositions, and then play a game using directional prepositions to describe routes to different destinations.
This document contains a daily lesson log for an English class in Grade 3 at Tagbilaran City Central Elementary School. The log outlines the objectives, content, learning resources, and procedures for lessons during the week of July 8-12, 2019. The lessons focus on comprehending the story "The Carrot Seed" and identifying literary elements. Students also practice using nouns in sentences and distinguishing between common and proper nouns. Formative and summative assessments are used to evaluate student learning.
This document provides guidance on developing effective speaking lesson plans. It begins by explaining that an organized teacher with well-structured lesson plans can best motivate students and provide useful language practice. It then outlines the key steps in creating a lesson plan, including determining the topic, developing objectives and activities, and providing feedback. Various classroom activities are proposed to develop students' speaking skills through discussion, role plays, interviews and other interactive exercises. The document concludes by emphasizing the importance of teaching speaking and providing a rich communicative environment for students to practice.
These documents summarize 3 English lessons for a Year 6 class with the theme "World of self, friends & family". Each 60-minute lesson focuses on building vocabulary, sentence construction, and reading skills related to the topic "Wonderfully Made". Activities include shared reading, discussing vocabulary, and creating simple and compound sentences. Moral values of respect and thankfulness are emphasized along with reading, generating ideas, differentiating, and comparing. Teaching aids used are the Year 6 textbook and worksheets.
This English lesson was for a Year 5 class about lost and found items. The objectives were for students to write a paragraph about losing an item and list things that could be used in a detective kit to find lost items. During the lesson, students watched a video about Little Bo Peep, discussed vocabulary words like laptop and camera, and proposed items for a detective kit. They then wrote paragraphs answering questions about a personal experience losing an item, including what happened, how they felt, and what they learned. The teacher emphasized taking care of one's belongings.
This document provides background information for teachers on teaching English Language at the secondary level. It discusses key concepts such as what language is, language skills, and the learning process. It emphasizes that the four basic language skills of speaking, listening, reading and writing are complementary and students should be given opportunities to practice these skills. It also outlines Bloom's Taxonomy of learning domains and different learning styles that teachers should accommodate. The document stresses the importance of structuring the learning context and providing clear learning guidelines and expectations to students.
This document outlines a lesson plan for teaching English using a story about the Lao New Year as a context. The goal is for students to effectively communicate experiences of the Lao New Year using descriptive sentences with adverbs of frequency. Key points covered include understanding the traditions in the story, identifying adverbs of frequency and their proper use in sentences, performance tasks to assess understanding like describing pictures using adverbs, and learning activities like reading the story, relating personal experiences, and writing an essay using the new grammar.
Detailed Lesson Plan (Reading and Writing) Topic SentenceAnjenette Columnas
This is a lesson plan that I prepared and used for my final internship demonstration in my school. It is about topic sentences and mainly discusses about how to identify a topic sentence within a given paragraph. Enjoy!
This daily lesson log outlines the week's lessons for a 9th grade English class. On Monday, students will analyze William Shakespeare's poem "The Seven Ages of Man" by identifying rhyming words, onomatopoeic words, alliteration, assonance, and consonance. They will also discuss the different roles they have played and currently play in their lives. On Tuesday, students will further analyze the poem's meaning and message. They will also compose their own short poems using literary devices. On Wednesday, students will learn about literary devices and figures of speech, and distinguish between the two. They will analyze example poems. On Thursday, students will learn expressions used to agree and disagree, and practice dialogs using these expressions
This detailed lesson plan outlines a week-long English lesson for 7th grade students focusing on distinguishing between literal and figurative language. The objectives are to have students classify texts as literal or figurative and discriminate between the two types of language. Across multiple class periods, the teacher will engage students through activities, show examples in a video, discuss concepts, and evaluate learning through a short assessment. The teacher found success using videos and reviewing concepts periodically, and all students achieved mastery except for 5 who later caught up through remedial lessons.
This document provides a detailed lesson plan for a 7th grade English class. The objectives are to teach students about sentence structure, types, and proper usage. The lesson plan outlines the content to be covered, learning resources, step-by-step procedures, activities, and assessments. It involves dividing students into groups to arrange words into sentences, identifying sentence parts and types, transforming sentences, reading sentences aloud, and evaluating comprehension through exercises identifying sentence function. The teacher assessed that 20 out of 25 students achieved the objectives, while 5 required remedial lessons which helped them catch up.
This document outlines a lesson plan for an English class on responding to initial greetings. The plan covers: learning objectives focused on understanding and expressing greetings; sample greetings like "How are you?"; a discussion-based teaching method; and an assessment of students' ability to greet others orally. Students will discuss and present greetings, be evaluated on pronunciation during speaking, and demonstrate greeting each other in groups. The goal is for students to correctly respond to and express basic greetings.
The document outlines a secondary school lesson plan that focuses on holidays. The 80-minute lesson will teach 25 advanced proficiency level students about holidays through writing, listening, speaking and reading activities. Students will conduct interviews about each other's holiday experiences, complete a semantic map with this information, and write a short story based on the interviews. The goal is for students to practice using the simple past tense while learning about people's vacations and cultivating interpersonal and writing skills.
The document provides an overview of teaching language skills, with a focus on teaching grammar. It defines grammar and discusses considerations for teaching grammar, including the differences between fluency and accuracy. It also presents various approaches to teaching grammar, such as deductive versus inductive, and frameworks like PPP and PPU that incorporate presentation, practice and production stages. Controlled and free activities are also addressed.
The document provides information about the Philippine Elementary Learning Competencies (PELC) for English. It outlines the expected learning outcomes and skills for listening, speaking, reading and writing for each grade level from Grade 1 to Grade 6. It also includes sample lesson plans showing how the four components of communication arts can be integrated in a single lesson. The document aims to provide guidance for teachers in developing lessons to help students achieve the expected competencies in English at their grade level.
The document provides an overview of the key components of English: listening, speaking, reading, and writing. It describes the skills involved in each component and emphasizes that learning activities should be varied, meaningful, and realistic. It recommends using science and health concepts as content for younger grades. The increased time allotment of 20 minutes can be used for peer tutoring, enrichment, remediation, spelling lessons, writing practice, or free reading. A sample 100-minute lesson plan is provided that integrates the four components and uses a science concept about animals.
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.
This document provides an overview of the structure and rationale for teaching listening, speaking, reading, and writing lessons according to three stages - presentation, practice, and production. It explains that the presentation stage introduces new concepts, the practice stage provides opportunities for students to develop their skills with guidance, and the production stage allows students to demonstrate their understanding. Sample learning standards and activities are also included for each subject to exemplify how this three-stage approach can be implemented in Year 5 classrooms. The document aims to help teachers plan and execute lessons in an organized, progressive, and developmentally appropriate manner.
The lesson plan provides details for a 30 minute English language class for Year 5 students focusing on the life cycle of frogs. Students will learn vocabulary related to frogs and their development, practice pronunciation of multi-syllable words, read about the frog life cycle, and participate in a quiz to assess their comprehension. The lesson emphasizes speaking, reading, and listening skills as well as the moral value of caring for animals.
This document outlines a unit plan for an English as a Second Language class focusing on Australian values. Over four weeks, students will explore how narratives, films, and other texts portray Australian values through conventions like structure, language, and visual techniques. They will closely analyze the film "Australia" and short story "The Rabbits" to identify values presented and how composers use techniques to convey meaning. Assessment will include tasks analyzing how a value is portrayed in a text, a viewing representation, and reflection on learning. The unit aims to improve students' English skills while learning about Australian culture and values.
Putting it together to a class-clinical use of ESL teaching methodRonglin Yao
The document discusses strategies for teaching students with diverse needs and backgrounds in an English language classroom. It addresses four scenarios: 1) A student who is hearing impaired and uses a hearing aid, 2) A student struggling academically in writing, 3) A gifted student with strong reading and writing skills, and 4) A student who enjoys surfing magazines. The strategies discussed include differentiating instruction, using multiple intelligences approaches, scaffolding learning, providing choice and authentic activities related to students' interests. The goal is to engage all students and meet their individual needs through tailored teaching methods.
A course in language teaching diapositives allguesta782e2a
Penny Ur has over 30 years of experience teaching English in Israel. She is interested in language teaching methodology, particularly related to fluency and accuracy. The book provides materials and guidance for teaching English, including activities for teaching pronunciation, vocabulary, grammar, speaking, reading, and writing. It also addresses testing students, presenting new topics, classroom interaction patterns, questioning techniques, classroom management, teaching younger vs. older learners, and teaching heterogeneous classes.
The document provides details about an English lesson for Form 4 students on the topic of places of interest. The lesson objectives are for students to identify the general idea and specific details of a reading text about visiting Taman Desa by using skimming and scanning skills. Students will also recognize the use of directional prepositions like across, along and towards based on context. During the lesson, students will read the text and draw the route on a map using the prepositions, and then play a game using directional prepositions to describe routes to different destinations.
This document contains a daily lesson log for an English class in Grade 3 at Tagbilaran City Central Elementary School. The log outlines the objectives, content, learning resources, and procedures for lessons during the week of July 8-12, 2019. The lessons focus on comprehending the story "The Carrot Seed" and identifying literary elements. Students also practice using nouns in sentences and distinguishing between common and proper nouns. Formative and summative assessments are used to evaluate student learning.
This document provides guidance on developing effective speaking lesson plans. It begins by explaining that an organized teacher with well-structured lesson plans can best motivate students and provide useful language practice. It then outlines the key steps in creating a lesson plan, including determining the topic, developing objectives and activities, and providing feedback. Various classroom activities are proposed to develop students' speaking skills through discussion, role plays, interviews and other interactive exercises. The document concludes by emphasizing the importance of teaching speaking and providing a rich communicative environment for students to practice.
These documents summarize 3 English lessons for a Year 6 class with the theme "World of self, friends & family". Each 60-minute lesson focuses on building vocabulary, sentence construction, and reading skills related to the topic "Wonderfully Made". Activities include shared reading, discussing vocabulary, and creating simple and compound sentences. Moral values of respect and thankfulness are emphasized along with reading, generating ideas, differentiating, and comparing. Teaching aids used are the Year 6 textbook and worksheets.
This English lesson was for a Year 5 class about lost and found items. The objectives were for students to write a paragraph about losing an item and list things that could be used in a detective kit to find lost items. During the lesson, students watched a video about Little Bo Peep, discussed vocabulary words like laptop and camera, and proposed items for a detective kit. They then wrote paragraphs answering questions about a personal experience losing an item, including what happened, how they felt, and what they learned. The teacher emphasized taking care of one's belongings.
This document provides background information for teachers on teaching English Language at the secondary level. It discusses key concepts such as what language is, language skills, and the learning process. It emphasizes that the four basic language skills of speaking, listening, reading and writing are complementary and students should be given opportunities to practice these skills. It also outlines Bloom's Taxonomy of learning domains and different learning styles that teachers should accommodate. The document stresses the importance of structuring the learning context and providing clear learning guidelines and expectations to students.
This document outlines a lesson plan for teaching English using a story about the Lao New Year as a context. The goal is for students to effectively communicate experiences of the Lao New Year using descriptive sentences with adverbs of frequency. Key points covered include understanding the traditions in the story, identifying adverbs of frequency and their proper use in sentences, performance tasks to assess understanding like describing pictures using adverbs, and learning activities like reading the story, relating personal experiences, and writing an essay using the new grammar.
Detailed Lesson Plan (Reading and Writing) Topic SentenceAnjenette Columnas
This is a lesson plan that I prepared and used for my final internship demonstration in my school. It is about topic sentences and mainly discusses about how to identify a topic sentence within a given paragraph. Enjoy!
This daily lesson log outlines the week's lessons for a 9th grade English class. On Monday, students will analyze William Shakespeare's poem "The Seven Ages of Man" by identifying rhyming words, onomatopoeic words, alliteration, assonance, and consonance. They will also discuss the different roles they have played and currently play in their lives. On Tuesday, students will further analyze the poem's meaning and message. They will also compose their own short poems using literary devices. On Wednesday, students will learn about literary devices and figures of speech, and distinguish between the two. They will analyze example poems. On Thursday, students will learn expressions used to agree and disagree, and practice dialogs using these expressions
This detailed lesson plan outlines a week-long English lesson for 7th grade students focusing on distinguishing between literal and figurative language. The objectives are to have students classify texts as literal or figurative and discriminate between the two types of language. Across multiple class periods, the teacher will engage students through activities, show examples in a video, discuss concepts, and evaluate learning through a short assessment. The teacher found success using videos and reviewing concepts periodically, and all students achieved mastery except for 5 who later caught up through remedial lessons.
This document provides a detailed lesson plan for a 7th grade English class. The objectives are to teach students about sentence structure, types, and proper usage. The lesson plan outlines the content to be covered, learning resources, step-by-step procedures, activities, and assessments. It involves dividing students into groups to arrange words into sentences, identifying sentence parts and types, transforming sentences, reading sentences aloud, and evaluating comprehension through exercises identifying sentence function. The teacher assessed that 20 out of 25 students achieved the objectives, while 5 required remedial lessons which helped them catch up.
This document outlines a lesson plan for an English class on responding to initial greetings. The plan covers: learning objectives focused on understanding and expressing greetings; sample greetings like "How are you?"; a discussion-based teaching method; and an assessment of students' ability to greet others orally. Students will discuss and present greetings, be evaluated on pronunciation during speaking, and demonstrate greeting each other in groups. The goal is for students to correctly respond to and express basic greetings.
The document outlines a secondary school lesson plan that focuses on holidays. The 80-minute lesson will teach 25 advanced proficiency level students about holidays through writing, listening, speaking and reading activities. Students will conduct interviews about each other's holiday experiences, complete a semantic map with this information, and write a short story based on the interviews. The goal is for students to practice using the simple past tense while learning about people's vacations and cultivating interpersonal and writing skills.
The document provides an overview of teaching language skills, with a focus on teaching grammar. It defines grammar and discusses considerations for teaching grammar, including the differences between fluency and accuracy. It also presents various approaches to teaching grammar, such as deductive versus inductive, and frameworks like PPP and PPU that incorporate presentation, practice and production stages. Controlled and free activities are also addressed.
The document provides information about the Philippine Elementary Learning Competencies (PELC) for English. It outlines the expected learning outcomes and skills for listening, speaking, reading and writing for each grade level from Grade 1 to Grade 6. It also includes sample lesson plans showing how the four components of communication arts can be integrated in a single lesson. The document aims to provide guidance for teachers in developing lessons to help students achieve the expected competencies in English at their grade level.
The document provides an overview of the key components of English: listening, speaking, reading, and writing. It describes the skills involved in each component and emphasizes that learning activities should be varied, meaningful, and realistic. It recommends using science and health concepts as content for younger grades. The increased time allotment of 20 minutes can be used for peer tutoring, enrichment, remediation, spelling lessons, writing practice, or free reading. A sample 100-minute lesson plan is provided that integrates the four components and uses a science concept about animals.
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.
Pca 2nd, 3rd & 4th egb english pre a1.1 (2)Nelson Zambrano
The document is the annual curriculum plan for an English class at the "Beatriz Mejia" primary school in Ecuador for the 2017-2018 school year. It provides information on the subject, teacher, target group of students, class schedule, general and specific objectives, units of study, and assessment methods. The plan outlines 36 weeks of instruction covering basic greetings, descriptions, locations, colors, letters A-F, asking and answering simple questions, following basic instructions, and recognizing key information in short texts and stories. The overall goals are for students to develop foundational English communication skills and cultural awareness through listening, speaking, reading and writing activities.
This document discusses fundamentals of literacy and strategies to address literacy difficulties. It outlines the six elements of reading: oral language, phonological awareness, phonics, vocabulary, fluency, and comprehension. For each literacy skill area, examples of interventions are provided, such as using an alphabet chart, rhyming activities, and explicit phonics instruction. The document also discusses levels of comprehension and common reading errors. Suggested interventions include building background knowledge, developing vocabulary, using visual aids, reciprocal teaching strategies, and differentiated instruction based on assessment results. The overarching goal is for all learners to develop reading proficiency.
This document contains daily lesson logs for English classes at Hulo Integrated National High School for grades 7, 8, and 10. It outlines the objectives, content, learning resources, and procedures for lessons on informative writing techniques, basic factors of delivery in speeches, and showing gratitude. The lessons include reviewing concepts, discussing examples, practicing skills through activities, and evaluating learning. The logs were prepared by teacher Hellen Dea T. Eleria and checked by the PSDS/TIC.
The document provides guidance for creating practical English language activities that are competence-based, outlining the learning cycles and competencies of the NEPBE framework in Mozambique. It then gives examples of activities for each cycle, from kindergarten to secondary school, and provides tips for working with different age groups, emphasizing using songs, stories, pictures and hands-on projects to engage students orally and in writing.
Learning Objectives
This module on language pedagogy attempts to support state resource groups / master trainers to—
understand the various aspects of language education viz. nature of language learning, role of language in learning, multilingualism as a resource and a strategy, language-in-education policy, objectives of language teaching in Indian contexts, the ideas and philosophy of National Curriculum Framework-2005;
familiarise teachers with the approach of integrated skills (LSRW) for literacy and language learning, engaging children in context based activities for developing communicative competence of the children, providing authentic texts and assessment as learning approach;
be able to chalk out the learning outcomes and pedagogical process for language teaching-learning for different stages;
sensitise teachers on using various strategies to language teaching which include language skills - listening and speaking, reading, writing, and teaching of grammar, vocabulary and so on;
build an understanding of generic concerns such as knowing the learner, gender issues, special needs, inclusive classroom, school based pre-vocational education and others such pertinent issues;
understand the processes and use the strategies for continuous assessment and the reporting of learning outcomes; and
enable them to build the capacity of teachers in order to achieve learning outcomes stipulated for every class in different subject areas.
G-8-DLL-WEEK-7.docx media information technologyElysaMicu
This document contains a daily lesson log for an English class. It outlines the week's objectives, content standards, learning competencies, procedures, and assessments. The objectives are to understand African literature, reading styles, prosodic features, oral presentation skills, and parallel structures. Throughout the week, students will analyze a story, identify elements of different genres, use context clues, and deliver a speech with effective delivery techniques. Formative assessments include exercises, discussions, speeches and evaluations to check students' understanding of the concepts. The log also includes reflections on teaching effectiveness and students' learning progress.
strategies in promoting numeracy and literacyReynelRebollos
The document discusses strategies for promoting numeracy and literacy. It defines key concepts like literacy and numeracy and identifies essential components of teaching reading like oral language, phonological awareness, phonemic awareness, and comprehension. The presentation also provides examples of appropriate activities for teaching mathematics and demonstrates applying reading and math strategies through a teaching demonstration.
This presentation contains different reading techniques for beginning and struggling readers. This slides include ways on how to effectively teach reading among learners in response to the implementation of national learning camp. In doing so, it prevents future concerns in reading efficacy in lieu of providing quality reading efficacy. As such, there is a consistent delivery of instructions for pedagogical concerns may hamper the development of such life skills
1) The document outlines the daily lesson log and objectives for an English class at Tagudin National High School. It includes the content and performance standards, learning competencies and objectives, as well as the procedures and activities for the week.
2) The lessons focus on Philippine literature from the Period of Emergence, listening and viewing strategies, word relationships, speech forms, and grammar topics. Activities include analyzing stories, songs and videos, group work, discussions, games and completing worksheets.
3) The teacher evaluates student learning through tasks that have them make inferences, determine key messages, use schema, discuss concepts and apply lessons to daily living. Student progress and areas for improvement are reflected on.
This document outlines the K to 12 curriculum guide for teaching Mother Tongue (the learner's first language) in Grade 1 in the Philippines. It includes the overall goal of developing functionally literate and holistically developed Filipino learners. It describes the desired learning outcomes and core standards for oral language, phonological skills, book and print knowledge, alphabet knowledge, word recognition, and fluency. Performance standards and competencies are provided for each area to guide teaching students basic communication and literacy skills in their first language.
This document is an annual curriculum plan for an English class at the Beatriz Mejia School in Ecuador for the 2017-2018 school year. It outlines the general and specific objectives of the English program, which aim to develop students' communicative competence through activities involving listening, speaking, reading, and writing. It also details the time allocation, content units, methodology, and assessments. The plan includes two units, one on greetings and introductions, and another on pets and emotions. Lessons incorporate techniques such as role plays, games, group work, and use of technology to practice vocabulary and language functions.
DLL WEEK 2.docx how a selection may be influenced by culture, history and en...LorenzOrquia
Lesson plan that can used specially when you where going to demo teaching this lesson plan is MELCS Based thats why its good to use how a selection may be influenced by culture, history and environment ppt presentation how a selection may be influenced by culture, history and environment ppt how a selection may be influenced by culture, history and environment ppt presentation WebCONTENT Explain how a selection may be influenced by culture, history, environment, and other factors. EN7LT- IV-h- III RESOURCES
This document contains a prayer, an outline of a teaching session on teaching the four language macro skills of listening, speaking, reading and writing, and information from the referenced source on teaching each skill. The prayer thanks God for creation, the opportunity to care for the world, and asks for blessings on the teaching ministry. The session outline includes attendance, reviewing previous material, discussing and sharing the input on teaching the four skills, and presenting an asynchronous task. Details are then provided on teaching each skill, including definitions, reasons for teaching, common problems and principles. The document concludes by looking at the big picture of the language teacher's role in creating a positive learning environment.
This document discusses teaching early literacy through the mother tongue. It recommends using the students' first language as the medium of instruction for grades 1-3 to help children learn to read with understanding. Using their mother tongue allows children to learn in a language they understand best. Literacy skills are first developed in the mother tongue, then Filipino is introduced, followed by English. This approach aims to develop children's cognitive and reasoning abilities through literacy in multiple languages starting with their strongest language.
The document provides guidance for teaching listening and speaking skills. It discusses developing listening ability through exposing learners to different text types to improve sound recognition, pronunciation and understanding. For speaking, learners are taught to ask questions, give responses and express themselves confidently using appropriate language. Sample lesson plans are provided focusing on vocabulary, comprehension, functions and grammar using the story "Nickey the Caterpillar" over six lessons. Suggested guidelines for other lessons include activities before, during and after listening to discriminate sounds like suffixes.
Here are the essential statements from the Introduction, Body and Conclusion of the article:
Introduction:
The article analyzes how technology and politics interrelate and the outcomes of this interrelationship.
Body:
Political candidates use social media platforms like Twitter, Facebook, and YouTube to raise their ratings. Technology enables politicians to access funds, gain supporters, and spend less on campaigning. Raising funds is important for campaigns and the Internet helped Howard Dean get donations to reach more voters. Publicity online is cheaper than print media.
Conclusion:
While podcasting enables politicians to portray a journalistic image, it is difficult to ensure the integrity of information posted online. Gaining political publicity through podcasts is common but
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
1. E:CDD FilesBEC-PELC Finalized June 2010COVER PELC - English.docx Printed: 8/12/2010 11:19 AM [Anafel Bergado] 1
(Philippine Elementary Learning Competencies)
BASIC EDUCATION CURRICULUM
ENGLISH
ENGLISH
BUREAU OF ELEMENTARY EDUCATION
Department of Education
Republic of the Philippines
JUNE 2010
2. 1
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
Learning Areas
Daily Time Allotment
I II III IV V VI
English 100 100 100 80 80 80
The daily period of 100 minutes is allotted for Grades I-III. There is no increase in time allotment for Grades IV-VI because
basic literacy skills are expected to have been developed in Grades I-III.
The 20-minute increased time allotment may be used for mastery of the skills through any of the following:
- peer tutoring
- enrichment/reinforcement for fast learners
- remediation for slow learners
- spelling lessons
- writing (practice)
- free reading
3. 2
EXPECTATIONS
GOAL: Access varied information and creatively use them in spoken and written forms; communicate fluently and
accurately orally and in writing, for a variety of purposes and different social and academic contexts at their level while
carrying out activities in everyday life
At the end of Grade VI, the learner is expected to listen critically; communicate one’s feeling and ideas orally and in writing with a high
level of proficiency; and read various text types materials to serve one’s own learning needs in meeting a wide range of life’s purposes.
At the end of Grade V, the learner is expected to listen critically to different text types; express ideas logically in oral and written forms;
and demonstrate interest in reading to meet one’s various needs.
At the end of Grade IV, the learner is expected to listen critically to news reports, radio broadcasts and express ideas accurately in oral
and in written form; demonstrate more independence in the use of language to meet everyday needs; and read independently for
pleasure and get information from various text types.
At the end of Grade III, the learner is expected to listen critically to get information from text heard; demonstrate independence in using
the basic language structure in oral and written communication; and read with comprehension.
At the end of Grade II, the learner is expected to listen critically to 1-2 paragraphs; use appropriate expressions in varied situations and
about places and topics of interest; read critically and fluently in correct thought units, texts for information and entertainment and
respond properly to environmental prints like signs, posters, commands and requests; and write legibly simple sentences and messages
in cursive form.
At the end of Grade I, the learner is expected to recognize differences in speech sounds, word stress, intonation patterns in sentences
heard; speak clearly and use appropriate expressions in talking about oneself and the immediate environment; read with ease and
understanding beginners’ books in English; and write legibly information about oneself, common words and simple sentences in
manuscript form.
4. 3
The Philippine Elementary Learning Competencies (PELC)
The PELC is a listing of expected outcomes in the four phases of Communication Arts, namely, listening, speaking, reading and
writing. The expected outcomes are stated in behavioral terms hierarchically arranged from the simplest to the most complex. The
expected outcomes (skills) for each component are in matrix form per grade level.
With this arrangement, teachers can easily pick out objectives from each phase in preparing his/her lessons to show integration
within learning areas. The teacher is free to decide whether to have the four components or only two or three components
integrated in a day’s lesson.
Here is a sample lesson plan showing the four components integrated in a day’s lesson for 100 minutes. Science concepts are
integrated in this lesson.
I. Objectives
Tell what the story heard is about (Listening)
Use 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
5. 4
IV. Procedure
A. Listening
• Motivation – showing pictures of animals; talking about pets or animals they know
• Listening to a story
Pussy Cat is big. Its color is white and black. She sleeps under the chair with her three little baby kittens. The baby
kittens are very small. Pussy Cat is always beside the baby kittens.
• Comprehension Questions
- Who has baby kittens?
- What is Pussy Cat doing?
- What are the baby kittens doing also?
- What is our story about?
B. Speaking
Show picture of a cat and say: This is a cat. The cat is big.
Ask pupils to hold the picture and repeat the sentence.
Ask them to tell something about their personal belongings.
e.g. This is my bag. My bag is red.
Introduce the use of that. Teacher says: This is a bag. What is this?
Guide the pupils to say – This is a bag. (pointing to the object)
Practice: Pupils take turn in asking and answering questions using this-that.
e.g. Pupil 1: This is a pupil. What is this?
Pupil 2: That is a pencil. (Pupil 2 shows another object and repeat the sentence pattern.)
(There is pupil to pupil interaction with this kind of activity.)
Let the pupils understand that – This and That refer to one object.
6. 5
C. Reading
Teacher recalls the story used in listening. Teacher/pupils read the story.
Question: Which of the following is a good title for the story?
a. My Pet b. Pussy Cat c. Pussy Cat and Her Kittens
Present these words on the board or show pictures. Pupils read the words or give the names of the pictures.
a. pig b. 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 ______.
7. 6
V. Evaluation:
• Evaluation of written work, neatness, etc.
• Fill the blank with this or that.
Father reads a book and says, “_____ is a good book.”
(Picture of father holding a book.)
• Give a title for the set of words and sentences.
orange apples guavas pineapple
VI. Agreement: Ask the pupils to write down words or sentences related to the following:
Games I Like to Play
The teacher should strive for mastery of a particular objective before proceeding to the next higher one. Objectives may be
taught for two or more days but with different activities/exercises for each day. Criterion – reference test should be
administered to measure mastery of the objectives/skills taught.
8. 7
ENGLISH – GRADE I
LISTENING SPEAKING READING WRITING
1. Respond appropriately to
expressions listened to *
• greeting others
• leave taking
1. Use expressions listened to in
appropriate situations
Ask and answer questions
e.g. What’s your name?
Where do you live?
What grade are you in?
How old are you?
etc.
1. Recognize words commonly
heard through sight word
• courteous expression
• one-step direction
1. Demonstrate Writing
Readiness Skills *
• free-hand writing
• connecting dots
2. Follow simple one-step
direction heard
e.g. stand up
sit down
2. Give short commands and
directions
2. Identify common printed
materials e.g. book, newspaper,
2.1 Turn the pages of a reading
material properly
2. Trace and copy lines *
• straight
• slanting
• horizontal
• curve
• circular
3. Identify specific sounds from a
background of different sounds
heard *
• loud and soft
• high and low
3. Talk about the meaning of
sound signals heard
e.g. roosters crow in the
morning, ships make loud
sounds when they arrive
3. Sharpen visual discrimination
skills *
• similarities and differences of
objects/pictures as to size,
length
• identifying missing parts of
pictures
• left to right eye movement
Identify letters that are
similar/ different in a group of
letters
3. Write legibly, accurately in
manuscript form the capital and
small letters of the alphabet
3.1 Trace and copy letter with
• straight lines
• combination of straight
and slanting lines
e.g. Nn Aa
• combination of straight
and curved lines
e.g. Dd
• rounded strokes with
loops
e.g Cc
* included in the 8-Week Curriculum
9. 8
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
• initial and final consonant
sounds
• initial and medial vowel
sounds
4. Associate names of objects/
pictures with their printed
symbols
e.g. words with
• initial and final consonant
sounds
• critical consonant and
vowel sounds
4. Write the letters of the alphabet
according to:
• grouping
• proper sequence
5. Identify words that rhyme in
poems/jingles
5. Recite rhymes, jingles with
correct intonation and stress
5. Sing/act rhymes, poems, jingles
6. Recognize rising and falling
intonation and meanings they
signal
• yes-no questions
• wh- questions
• statement
6. Talk about oneself/others/things
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
6. Read orally high frequency
words in running print – Dolch
Basic Sight Word
6.1 Increase one’s vocabulary
• words about family members
• labels and sign in school
• synonyms and antonyms
6.2 Identify the parts of a book
-cover, title, table of contents
5. Write words and phrases
5.1 Copying from a model
• name, grade, school
5.2 Dolch Basic Sight Word
• days of the week
7 Give the main idea of a
selection heard
7. Use personal pronouns
7.1 Use the pronoun that agrees in
gender with its antecedent
7. Tell what the picture or a series
of pictures is about
7.1 Tell what the story is about
• composite picture
e.g. a garden scene
• solo picture
e.g. red rose
6. Copy paragraph with 2 to 3
sentences
• use the correct punctuation
mark
8 Note details in a selection
heard
• answering wh- questions
• identifying setting,
characters, events
8. Use verbs
• simple present form
8. Answer wh-questions based on
stimuli presented
Objects:
• composite pictures
• experience charts
7. Write from dictation
• common words
• phrases
• simple sentence
10. 9
LISTENING SPEAKING READING WRITING
8.1 Select the details of a story
heard from a set of pictures
8.1 Use –ing form of the verb in
response to:
• What is _____ doing?
____ is cooking.
• What are _____ doing?
____ are playing.
9. Organize ideas
• Grouping pictures based on
similar ideas
• Select appropriate heading
for a:
- set of related pictures
- set of words/phrases
- set of sentences
8. Write names of common
objects learned in listening and
speaking
• common signs in the
classroom
9 Tell the sequence of events in a
story heard through pictures
8.2 Use the verb to be (am, is, are)
with nouns and pronouns as
subject
8.3 Use the simple past form of the
verb (regular verb)
10. Tell the sequence of natural
events
• plant growth
• life stages of animals
10.1 Tell what happened first,
second, last in a series of
pictures
10 Act out best liked parts of story
heard
9. Use words that describe
persons, animals, places
(adjectives)
9.1 Use the positive form of
regular adjectives
11. Perceive relationship
• source
e.g. egg-chicken
• function
e.g. table-trees
• part-whole
e.g. eyes-face
9. Write sentences using
synonyms and antonyms to
describe objects
11. React to what the character
said/did on a story listened to
10.Talk about topics of interest in
2-3 sentences
12. Predict outcomes
• Give the possible ending of
a series of pictures/given
events
• Tell what would happen
next to a set of pictures
10. Write sentences about one’s
self and family
12. Infer the feeling/traits of
characters in a story heard
13. Infer
13.1 what a person or animal
does
13.2 what have happened
before/after an event
11. Compose greetings in cards
e.g. Happy Birthday
11. 10
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.
pictures with printed symbols
1.1 Read automatically high
frequency words in running print
1.2 Recognize words using spelling
patterns.
- c – v – v – c
- c – v – c – c
- consonant clusters in initial and
final position
- consonant clusters and blends
in initial/final position
1. Copy legibly, accurately and neatly
in manuscript form of a given text
- sentences
- paragraph
- rhymes/poems learned
2. Recognize the rising and falling
intonation in:
- yes-no questions
- wh- questions
- statements
2. Ask and answer questions
2.1 Use short answer forms to
questions
e.g. Who is your teacher?
Does the dog bark?
2. Increase one’s vocabulary
by learning synonyms
and antonyms of common words
2. Use capital letters in writing
one’s address, names of
persons, subjects, the beginning
letter of the first word in a
sentence
1.1 Write common abbreviations
e.g Mr., Mrs.
1.2 Copy words in alphabetical
order
2. Follow simple one-step directions
heard
3. Identify words that rhyme in 2-3
stanza poems
3. Give commands/directions
- two-step direction
4. Recite short verses, two-stanza
poems with correct intonation and
stress
3. Do accurately slow reading to follow
a simple one-step direction
3.1 Follow printed directions for
test taking
4. Pantomime/act out rhymes and
jingles
4.1 Feel the rhythm through
clapping, etc.
3. Copy paragraph
observing indention,
capitalization and
punctuation
4. Copy poems/rhymes accurately
5. Demonstrate readiness skills in
cursive writing
12. 11
LISTENING SPEAKING READING 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
5. Get the main idea
3.2 Tell what the set of related
pictures is about
- Give the appropriate
heading for a set of
• pictures
• sentences
3.3 Group similar ideas under
proper heading
3.4 Distinguish big ideas from small
ideas
4. Note details in short paragraph,
poems, stories read
4.1 Note explicit details
- descriptive words
- identify
characters,
setting etc. of the
story
5.2 Note implied details
5. Organize ideas
5.1 Group pictures showing similar
ideas
5.2 Identify words/phrases
sentences that go with a given
concept/idea
7. Sequence events
7.1 Tell what happened first,
second, etc.
7.2 Tell what happened
before/after an event
7.3 Arrange words alphabetically
based on the first letter
Write important dates,
abbreviations in cursive
- Birthday
- Days of the week
- Months
- Address
6. Write from dictation
- Phrases
- Simple sentences
- Sentences in paragraph form
7. Write sentences/short
paragraph about the pictures
8. Write the correct spelling of words
learned in auditory discrimination
13. 12
LISTENING SPEAKING READING WRITING
9. Impersonate well-liked characters
in a story heard
10. Give a possible ending to a
situation/story heard
11. Make inferences
- Infer hidden information from
oral texts
8. Talk about topics of interest in 3-4
sentences
8. Perceive relationship shown in
pictures
8.1 Identify the cause of a given
effect
8.2 Infer details in passages that
are not signaled explicitly
9. Predict outcomes
9.1 Tell the possible ending of
a situation presented
through pictures
9.2 Give events that
could happen next
10. Infer
- what have happened before/
after an event
9. Write sentences from a picture
stimulus
10. Write a different story ending
to a story read/heard
11. Write a composition
about a given topic
10.1 Prepare an invitation card
based on a model
10.2 Write short notes to
friends/family member
14. 13
ENGLISH – GRADE III
LISTENING SPEAKING READING WRITING
1. Identify words with –
• final consonant sounds
• initial and final consonant
blends and clusters
2. Identify words that rhyme in
poems heard
3. Recognize the rising and falling
intonation in questions and
answers heard
4. Follow two-step directions heard
5. Give the main idea of a selection
listened to
1. Increase one’s speaking
vocabulary
1.1 Use words presented under
auditory discrimination in
sentences
2. Recite short verses, 1-2 stanza
poems with correct intonation and
stress
2.1 Recite poems with gestures
2.2 Memorize short verses
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
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
2. Read orally 1-2 stanza poems with
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. Read orally conversations/dialogs
observing proper intonation
4. Follow simple two-step directions
- two separate simple sentences
- compound sentences
5. Get the main idea
- distinguish big ideas from small
ideas
- give appropriate title for a
paragraph
- identify key sentence in a
paragraph
1. Write legibly and neatly observing
correct letter form, capitalization,
punctuation and spelling
- copying from a model
- letters of excuse, apology
- name and write the parts of a
letter
2. Write contractions correctly
3. Write different kinds of sentences
- Telling, asking, requesting and
exclamatory sentences
3.1 Write one’s own address
correctly
4. Copy paragraph with 4-5
sentences
- observe indention,
capitalization and punctuation
15. 14
LISTENING SPEAKING READING WRITING
6. Note details in selections listened to
(1-2 short paragraphs)
- answer who, what, when,
where questions
7. Sequence events in the story
listened to through pictures/groups of
sentences/guided questions
8. Retell best-liked parts of a story
heard
6. Talk about oneself things/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
6. Note explicit and implied details
from a story read
- Answer how and why
questions
6.1 Decode words using structural
analysis
- prefixes
- compound words
7. Organize ideas
7.1 Classify related ideas/concept
under proper headings
7.2 Identify proper heading for
related sentences
7.3 Outline a 2-paragraph text with
explicitly given main idea
8. Sequence events
8.1 Arrange events as to
- space order
- line order
- both space and time
order
8.2 Number events in a story read
8.3 Arrange words alphabetically
based on the first and second
letter
9. Perceive relationship
9.1 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
10.1 Give an appropriate ending to
a given situation
5. Write from dictation different kinds of
sentences with correct
punctuation marks –telling,
asking etc.
6. Write the correct spelling of
words learned in listening,
speaking and reading
7. Write simple letters for a given
purpose
- letter of excuse
- letter of apology
8. Write utterances on a given
situation/comic strip presented
9. Write a different story ending
10. Write sentences from a set of
pictures to make a story
16. 15
LISTENING SPEAKING READING WRITING
9. Make inferences
- Infer traits of characters based on
what they do or say in a story
listened to
10. Distinguish between facts and
fancy from stories heard
10. Use expressions to show
location
11. Talk about topics of interest in 4-5
sentences
11. Infer
11.1 what have happened before
or after
11.2 insight from what is read or
observed
12. Draw conclusion using
picture-stimuli/passages
13. Evaluate ideas
13.1 Tell whether an action or
event is a reality or fantasy
13.2 Identify irrelevant ideas
in a passage
14. Read orally or commit to memory
poems/verses
11. Write a different story ending
12. Fill out forms correctly
• library form
• Information Sheet
13. Write a short story from
a given situation
17. 16
ENGLISH – GRADE IV
LISTENING SPEAKING READING WRITING
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)
1. Use
- words with stressed and
unstressed syllables in sentences
1. Decode words in stories read
using phonetic analysis
e.g. /ze/z/- breeze
/th/ - thank
- Read orally stories/poems
with correct stress and
Intonation
- Show enjoyment of
stories/poems 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
1. Write the correct spelling of
words with stressed and
unstressed syllables
e.g.
- words with silent letters
- words ending in –ph
sounded as f
4. Follow 3-4 step directions heard 2. Give series of directions
using sequence signals e.g.
first, then, next, etc.
3. Do accurate, slow reading in order to
follow common directions in:
- prescriptions
- medicine labels
- simple experiments
2. Write sentences/paragraphs giving
simple directions in doing
something
e.g. making a project
playing a game
5. Get information from a
conversation listened to
3. Use courteous expressions in
appropriate situations
e.g. telephone
conversation
4. Identify meaning of unfamiliar
words
- through structural analysis
- words with affixes and
inflectional endings
- compound words and their
components words written
as:
- one word (backyard)
- two words (security
guard)
- hyphenated (sister-in-
law)
3. Write from dictation
- sentences and short paragraph
observing correct spelling
capitalization and punctuation
marks
18. 17
LISTENING SPEAKING READING WRITING
6. Give the main idea of a selection
listened to:
-Tell what the story/poem/ news is
about in two or three sentences
7. Note details in a selection
listened to:
-identify setting, suspense, climax
in the story
8. Classify related ideas from news/
stories heard
4. Ask and answer questions about
oneself/others/pictures
use because, so that, in order
5. Use the plural form of nouns in
sentences
e.g. nouns ending in f:
chief-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
declarative
- interrogative
- imperative
- exclamatory
7.1 Construct simple sentences with
modifiers and compliments
- use context clues
- synonyms, antonyms,
homonyms
4. Give the main idea of a 2-paragraph
text
4.1 Identify the main idea that
is implied or explicitly stated
4.2 Evolve a title in topic form
for text based on the main
idea or big idea
4.3 Skim the general idea on
what the material is about
4.4 Read orally one’s best liked part
of a story
5. Note significant details that
relate to the central theme
5.1 Locate answers to wh-,
how and why questions
that are explicitly stated in
the texts
5.2 Demonstrate knowledge of
story grammar by being
able to identify setting,
characters and main events
in the story
5.3 Find descriptive words/action
words in selection read
5.4 Read orally one’s best liked part
of a story
6. Organize ideas
6.1 Classify related
ideas/concepts under
proper heading
6.2 Give a heading or title for
texts read
6.3 Identify sub-heading for a
given heading
4. Write a paragraph/short story
from one’s experience
5. Write letters observing the correct
format
- thank you letter
- letter of invitation
- letter of congratulations
6. Write a paragraph based on
an outline
19. 18
LISTENING SPEAKING READING WRITING
9. Sequence events in the story
listened to through groups of
sentences/guided questions
10. Report on a news item/radio
broadcast heard
11. Predict the outcome of stories
heard
12. Infer the feelings of characters
based on how they talk (volume,
voice, stress)
13. Give conclusions to situations/
news/oral report heard
8. Use object pronouns
(me, him, her, us, them, you)
8.1 Use the object pronoun that
agrees in number with its
antecedent
9. Use the different verb forms
(regular and irregular)
- present form
- past
- future
9.1 Use the verb that
agrees with the subject
in number
10. Use words that describe persons,
places, animals, events
(adjectives)
10.1 Use 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
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
7.1 Sequence the major
events/ideas in a selection
7.2 Arrange a set of given
events in logical order to
make a story
e.g. time order
space order
both space and time order
8. Perceive relationship
8.1 Identify statements/events
that show cause-effect
relationship
8.2 Give cause-effect relationship in
paragraph/passages read
8.3 Use the word because/so
that to identify statements
that show cause-effect
9. Predict outcomes
9.1 Give an appropriate ending
to a given situation and
give justification for such
ending
10. Infer
10.1 character traits from a
selection read
11. Draw conclusions based on
information given
7. Write essays
- arrange paragraphs according to
order of time/events and location
8. Write a variety of texts
- letters, paragraphs using a
variety of sentences
- riddles, mottos, sayings
9. Compose riddles, slogans
and announcements from
given stimuli e.g. semantic
maps, planned
activities/programs
10. Write utterances/expressions on
situations/comic strip
presented
e.g. Thank you!
You’re great!
20. 19
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-
6 sentences 12. Evaluate ideas and make
judgments
12.1 Tell whether an action or
event is reality or fantasy
12.2 Distinguish between fact
or opinion
12.3 Compare and contrast text
information with prior
knowledge
12.4 Evaluate the likelihood
that a story could really
happen
12.5 Determine an author’s
perspective on the
central topic
11. Write paragraphs
- Descriptive
- Narrative
12. Write diaries and journals
13. Write summary of story read
- fable
- fairy tale
21. 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)
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
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
2. Make simple and accurate
descriptions and announcements
3. Use plural form of nouns
in talking about
oneself/others
- irregular nouns
4. Retell selections listened to
5. Use a variety of sentences
- simple
- compound
- complex
6. Use possessive form of
plural nouns
- proper nouns ending in s or z
1. Decode meaning of unfamiliar
words
1.1 Decode words in stories
using structural analysis
1.1.1 words with affixes
- prefixes and suffixes
1.2 Identify the different
information given to a
word in a dictionary
- syllabication
- stress marks
- multiple meaning of
words.
1.3 Use synonyms and
antonyms
2. Follow printed directions in filling
up school forms
- Information Sheet
3. Get the main idea
3.1 Give heading to a set of
related ideas
3.2 Identify the key sentence in
a paragraph
3.3 Identify the details that
support the key sentence
3.4 Skim to get a general idea
on what the material is about
4. Note significant details
4.1 Identify the setting, characters
and ending of stories read
4.2 Draw pictures of
Incidents/characters from a
selection heard
4.3 Identify oneself with a
character in the story
1. Write the correct spelling of words
learned in listening, speaking and
reading
2. Fill out school forms correctly
- Information Sheet
- Bank deposit and
withdrawal slip
3. Write a paragraph from the
pictures drawn
- Beginning sentence
- Middle
- Ending
4. Arranging sentences according to
order of time/importance in writing
a paragraph
5. Write rhymes/jingles related to the
selection read
22. 21
LISTENING SPEAKING READING WRITING
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
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
as adjectives and adverbs
10.3 Use preposition +
prepositional phrase
5. Organize ideas
5.1 Identify the major
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
given effect and possible
effects to a given cause
8. Predict outcomes
8.1 Give possible endings to a
selection
8.2 Give an appropriate ending to a
selection
9. Infer
- traits of character
- the general mood of
expression in a selection
- how the story would turn out if
some episodes were changed
10. Draw conclusions based on
information given
11. Evaluate ideas/make judgements
11.1 Identify facts/opinions in a
selection read
11.2 Give opinions about
information read
6. Write a 2-point sentence outline
7. Write reports from writing models
- Science report
- television shows
- schools and community news
8. Write an ending to an incomplete
story
9. Write
- descriptive paragraph
- letters of invitation/request
- telegrams
- announcements
10. Respond in writing based on
stimuli-
- result of an observation/
experiment
- acceptance letter
- descriptive/narrative
23. 22
LISTENING SPEAKING READING WRITING
11. Report accurately
information heard
11. Direct and indirect discourse
e.g. Direct –
Lydia said, “Fe write a letter.”
Indirect –
Lydia told Fe to write a letter.
11.1Transform direct to indirect or
vice versa
11.2Change statement to question
or vice versa
e.g. Nora writes a letter.
Does Nora write a letter?
12. Talk about topics of
interest in 7-8 sentences
11.3 Get information from
newspapers
- parts of a newspaper and
information from each
part
12. Use library resources to get
information
- Card catalog
- Atlas, encyclopedia
- Newspapers
11. Write reported statements in
paragraph form
11.1 direct discourse to indirect
12. Write different texts
- Narrative
- Description
- Appointments
- Advertisements
24. 23
ENGLISH – GRADE VI
LISTENING SPEAKING READING WRITING
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
1. Increase one’s speaking vocabulary
1.1 Relay information accurately
using different discourse
(statement, questions,
commands)
1.2 Use the correct intonation
- Yes-No questions
- Questions introduced by
interrogatives
2. Use courteous expressions on
appropriate situations
- Participate in club meetings
- Conducting an interview
3. Ask and answer questions using
pictures/dialogues/comic strips
3.1 Change statements into
questions
3.2 Use tag questions
- negative and positive
e.g. We get food from the forest,
don’t we?
You don’t buy junk food, do you?
4. Retell a selection listened to –
- news broadcast
- fiction stories
4.1 Read orally/recite poems cast
for a verse choir
4.2 Give accurate announcements
- Give a report based on an
interview
1. Decode meaning of unfamiliar
words using
- structural analysis
- words with affixes
•prefixes and suffixes
- the dictionary
•words with multiple meanings
- context clues
1.1 Learn some common idioms
e.g. stone’s throw
1.2 Use figurative language to
describe people and events
- Simile; Metaphor; Hyperbole
2. Follow a series of directions in-
- experiments
- prescriptions
- cooking
3. Tell the big ideas/key concepts
implied in each paragraph of
the story read-
3.1 Give the details that
support the big idea
3.2 State the main idea of a
paragraph that is explicit
or implied
4. Note significant 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
1. Write a composition showing
- introduction
- body
- conclusion
2. Write specific directions on
given situations
e.g. interpret a diagram/road
map
3. Write a model composition
- arrange details in order
• home reading report
• diaries
• minutes of meeting
4. Write a summary of what was
read
5. Write from dictation
5.1 Reconstruct a dictated text
by taking down important notes
25. 24
LISTENING SPEAKING READING WRITING
6. Give possible cause/effect to
situations/news stories heard
7. Analyze ideas as to what could
happen next from stories heard
8. Make inferences
8.1 Infer the mood of certain
events through the
speaker’s actions/
intentions/utterances
5. Use nouns-
- plural of compound nouns,
- 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
6. Organize ideas
Make a heading/sub-heading
for paragraphs in a selection
Identify the key concept/
sentence that make up the story
Identify the details, heading for
an outline
Make a three-point outline of
an expository text read
7. Perceive relationship
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
8.1 Give other events that could
happen next
8.2 Draw pictures of
incidents/characters that is
possible to happen
8.3 Give possible endings to a
selection
9. Infer
- traits of character
- the general mood of the
selection
- how the story would turn out if
some episodes were changed
- alternative actions taken by
characters
- alternative actions taken by
characters
6. Write reported statements in a
story form
6.1 Change statements,
questions, requests and
commands to reported
sentences
7. Write an ending to a given
situation
8. Write a model composition
- write about one’s
feelings/reactions using the
correct form of the verb
9. Write an outline of a story read
- Write a two to three point
sentence outline
26. 25
LISTENING SPEAKING READING WRITING
9. Evaluate and make judgments
9.1 Distinguish advertisement from
propaganda
9. Use adjectives
9.1 Use descriptive words and
phrases
- too + adj. + nominal
e.g. too short for
- adjective + enough
e.g. old enough
- two-word adjective
e.g. two-story building
9.2 degree of comparison of
irregular 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
10. Draw conclusions based on
information given
10.1 Evaluate if a conclusion
made is justifiable
10.2 Identify sufficient
evidences to justify a
conclusion/generalization
11. Evaluate ideas/make judgement
11.1 Give opinions about
information read
11.2 Determine the purpose of
the author
11.3 Identify author’s device to
bring out his message
12. Use the library resources
effectively
12.1 Use card catalog, atlas,
almanac, and other
general references
12.2 Get information from
newspapers and other
references
- Parts of a newspaper
Information one gets from
each part
10. Organize one’s thoughts in
writing
- information
- description
- resume
11. Respond in writing based on
stimuli and triggers
- application letter
- directions
- ads for work, editorials
12. Fill out forms
- Information Sheet
- Community Tax Certificate
- Bank Notes