Budget of Work for LS 1 Communication Skills in English

Face to face, Teacher-
facilitated instruction
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1
1. Show understanding of simple
phrases, spoken slowly with frequent
repetitions in the language to be acquired
Religious leaders'
and informal discussions of people on the
interviews
LS1CS/EN-L-PSA-BL1 /
Understanding simple
phrases.
2
2. Show understanding of phrases
containing familiar vocabulary in different
contexts in the language being acquired.
LS1CS/EN-L-PSA-
BL2/Understanding phrases
containing familiar
vocabulary.
3
3. Show understanding of conversations
containing some familiar and unfamiliar
vocabulary in the language being
acquired.
LS1CS/EN-L-PSA-
BL3/Understanding
converstations containing
familiar and unfamiliar
vocabulary.
Republic of the Philippines
Department of Education
TO BE
DEVELOPED
TAGGED
ALTERNATIVE LEARNING SYSTEM
LEARNING STRAND 1: COMMUNICATION SKILLS (ENGLISH) BUDGET OF WORK
QUARTER 1
CY 2018
DELIVERY MODE
NO. OF
MINUTES
CODE/LESSON
LEARNING MATERIALS
WEEK
COMPETENCIES: FOCUS AND
INTEGRATED
BASIC LITERACY SKILLS
PERFORMANCE STANDARD A: Listen attentively and critically in at least two languages to be able to function effectively as a member of the family, the community,
the nation and the world and to participate in community and economic development.
CONTENT STANDARD: LISTENING
LEARNING COMPETENCIES
CONTENT STANDARD: SPEAKING

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3. Ask and answer questions correctly.
3.1 Ask questions using markers
correctly, e.g., who, what, how, why. 3.2
Ask questions related to everyday urgent
inquiries, e.g., locating places and
people, purchasing items in the market
3.3 Ask/answer questions related to
program encouraging audience
participation 3.4 Ask concise direct
questions on familiar and some unfamiliar
subjects 3.5 Respond appropriately to
questions in given situations e.g.
everyday situations and activities e.g.
economic-livelihood, socio cultural
activities, health problems
LS1CS/EN-S-PSB-
BL3/Asking and answering
questions correctly.
2
2. Use basic words accurately in the
language to be acquired
LS1CS/EN-S-PSB-
BL2/Using basic sight
words.
1
1. Use everyday expressions correctly in
appropriate situations. Introductions -
Goodbye. May I leave for a while? May I
join us, Ana? Please join us. -
Expressing apology. - for hurting
others’ feelings (I’m sorry that… I’m sorry
for…) - for the bad things done.
LS1CS/EN-S-PSB-
BL1/Using correct
expressions in appropriate
situations.
PERFORMANCE STANDARD B: Speak clearly and appropriately in at least two languages to be able to function effectively as a member of the family, community,
nation and the world and to participate in community and economic development.
CONTENT STANDARD: READING
PERFORMANCE STANDARD C: View attentively and critically a wide range of multimedia materials in English to be able to function effectively as a member of the
family, the community, the nation, and the world, and to participate in community and economic development.

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7
1. Write letters of the alphabet and
numbers correctly in writing information
(See Learning Strand 2 –Numeracy skills)
LS1CS/EN-W-PSD-BL1 /
Writing letters of the
alphabet and numbers
correctly .
2. Identify common sight words in a
syllable words such as: ―go, ―stop,
―fishand ―farm
LS1CS/EN-R-PSC-BL-
2/Identifying common sight
words in a paragraph.
LS1CS/EN-R-PSC-BL-1 /
Identifying letters of the
alphabet.
6
3. Interpret properly simple common
written messages, signs, symbols, words
and phrases related to immediate needs
or which are commonly used at work or in
blowing of horns. - Slow down. - Observe
of: - Hospitals/health centers/clinics -
Traffic signs - Colored lights (red,
yellow, green) - Traffic enforcers’
hand signal
LS1CS/EN-R-PSC-BL-3 /
Interpreting common written
messages, signs, symbols
words and phrases at work
or in the community.
5
4 1. Identify the letters of the alphabet.
2. Write simple words legibly, accurately
and neatly.
LS1CS/EN-W-PSD-BL2
PERFORMANCE STANDARD D: Acquire and critically process information from a wide range of written and multimedia materials in the English language to function
effectively as a member of the family, community, nation, and the world, and to participate in community and economic development.
8
CONTENT STANTARD: WRITING
LOWER ELEMENTARY LEVEL

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2. Ask and correctly answer questions
using W-H markers in the responding to
current issues and everyday inquiries
LS1CS/EN-S-PSB-LE2.1 /
Asking and answering
questions correctly using W-
H markers.
LS1CS/EN-L-PSA-LE5.1.6 /
Identifying the speaker in
the story or poem.
5 1. Ask and aswer questions correctly.
LS1CS/EN-S-PSB-LE2 /
questions correctly.
1
1. Show understanding of simple
phrases, spoken slowly with frequent
repetitions in the language to be acquired
in day-to-day listening occasions: Follow
a set of verbal two-step directions with
picture cues (noun form) a)Telephone
calls
LS1CS/EN-L-PSA-LE2 /
Understanding simple
phrases.
3 3. Listen to short stories/ poems
4. Identify the speaker in the story or
poem
LS1CS/EN-L-PSA-LE5.1 /
Listening to short
stories/poems.
2
2. Listen in order to recount accurately
specific details of informative oral
messages: a) conversations
LS1CS/EN-L-PSA-LE5 /
Recounting accurately
specific details of
informative oral messages.
4
PERFORMANCE STANDARD A: Listen attentively and critically in English to be able to function effectively as a member of the family, the community, the nation, and
the world, and to participate in community and economic development.
PERFORMANCE STANDARD B: View attentively and critically a wide range of multimedia materials in English to be able to function effectively as a member of the

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3. Recognize common sight words /
DOLCH
LS1CS/EN-R-PSD-LE3 /
Recognizing common sight
words (DOLCH)
11 2. Read aloud the sound of each letter.
Reading aloud the sound of
each letter of the alphabet.
10 1. Identify the letters of the alphabet
Identifyning the letters of the
alphabet.
9
2. Identify the visual elements used in
print/ nonprint materials
LS1CS/EN-S-PSC-LE7 /
Identifying the visual
elements used in
print/nonprint materials.
3. Change statements into questions and
vice versa
Statement: I often look for job openings
in the classified ads section of
newspapers.
Question: Do I often look for job
openings in the classified ads of the
newspaper?
Statement: We can now turn to the
community's problem of garbage
disposal.
Question: Can we now turn to the
community's problem of garbage
disposal?
LS1CS/EN-S-PSB-LE2.5 /
Changing statements into
questions and vice-versa.
7
CONTENT STANDARD: VIEWING
8
1. Identify the genre of a material viewed
(such as movie clip, trailer, news flash,
internet-based program, documentary,
video, etc.)
LS1CS/EN-V-PSC-LE1 /
Identifying the genre of a
material viewed.

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2
2. Validate ideas made after listening •
Religious leaders’
sermons/homilies/preachings • Formal
and informal discussions of people in the
marketplace,etc. • Radio and television
programs • Radio and television ads
LS1CS/EN-L-PSA-AE4 /
Validating ideas made after
listening.
1
1. Ask and answer simple questions
(who, what, where, when, why, and how)
about text listened to
simple W-H questions about
text listened to.
messages:
• conversations (EL-LE)
• formal and informal discussions (EL-
AE) •
religious leaders’
sermons/homilies/preachings (SL-LS)
• radio/TV
programs/speeaches/advertisements (SL-
AS)
specific details of
informative oral messages
14
1. Generate ideas through prewriting
activities: a) Brainstorming b)Webbing c)
Drawing
LS1CS/EN-W-PSE-LE1 ,
1.2, 1.3 / Generating ideas
through pre-writing
activities.
CONTENT STANDARD: WRITING
Recognizing common action
words in stories read.
3
13
4. Recognize common action words in
stories read
ADVANCED ELEMENTARY LEVEL
PERFORMANCE STANDARD E: Express one’s ideas and feelings clearly and appropriately in writing in the English language to be able to function as a member of the

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9
1. Use everyday expressions correctly in
appropriate situations: • Introductions
(e.g., talk about one’s personal
information) • Greetings (e.g., How do
you do, How are you, Hi, and Hello) •
Leaving (e.g., Goodbye, May I leave for a
while, and May I leave now?) • Inviting
someone (e.g., Will you join us, Ana?)
• Expressing apology (e.g., I’m sorry
that…), gratitude/ appreciation •
Seeking directions (e.g., How can I get
to…) • Asking for help (e.g., Can I ask
your assistance…) • Query and
clarification (e.g., May I know…)
LS1CS/EN-S-PSB-AE1 /
Using everyday expressions
correctly in appropriate
situations.
8 8. Predict possible ending of a story read
LS1CS/EN-L-PSA-AE5.1.7 /
Predicting possibles ending
of a story read.
7 7. Identify cause and/or effect of events
Identifying cause and/or
effect events.
6 6. Infer the character’s feelings and traits
Inferring the character's
feelings and traits.
Noting important details
pertaining to character,
setting, and events.
5
5. Give the correct sequence of three
events
Giving the correct sequence
of the events.
4
4. Note important details pertaining to
character, setting, and events
PERFORMANCE STANDARD B: View attentively and critically a wide range of multimedia materials in English to be able to function effectively as a member of the
family, the community, the nation, and the world, and to participate in community and economic development
10
using W-H markers in the responding to
current issues and everyday inquiries
LS1CS/EN-S-PSB-AE2.2 /
correctly questions using W-
H markers.

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2. Predict the gist of the material viewed
based on the title, pictures, and excerpts
LS1CS/EN-V-PSC-AE3 /
Predicting the gist of the
material viewed based on
the title, pictures, and
excerpts.
16 8. Use verbals
Using verbals.
17
1. Infer thoughts, feelings, and intentions
in the material viewed
LS1CS/EN-V-PSC-AE2 /
Inferring thoughts, feelings,
and intentions in the
material viewed.
15 7. Use compound-complex sentence
Using compound-complex
sentence.
13 5. Use compound sentence
Using compound sentence.
12
4. Use appropriate vocabulary in
expressing one’s ideas and feelings in
formal situations (e.g., speeches and
presentations) and informal situations
(e.g., ordinary conversations)
Using appropriate
vocabulary in ezpressing
one's ideas and feelings in
formal situations.
11
3. Use tag questions (e.g., The weather
today is bad, isn’t it?)
Using tag questions.
14 6. Use complex sentence
Using complex sentence.

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22
4. Interpret common abbreviations,
clipped words, acronyms, titles,
contractions, etc.: · common
abbreviations (e.g., Phil., Prov., Mun.) ·
titles (e.g., Hon., Rev., Brgy. Capt., Dr.,
Mr., Mrs., Atty., Sgt., Col.) · contractions
(e.g., don’t, isn’t, doesn’t, etc.) ·
acronyms (e.g., DepEd, DOH, DSWD,
LTO, DPWH, HIV/AIDS) · clipped words
e.g., (jeep, ID, gym, memo)
LS1CS/EN-R-PSD-AE20 /
Interpeting common
abbreviations, clipped
words, acronyms, titles, and
contractions.
21
3. Interpret elaborately written sentences
e.g.,sentences whose contents are
related to:
Interpreting elaborately
written sentences.
20
2. Identify the kinds of sentences (i.e.,
declarative, interrogative)
Identifying the kinds of
sentences.
19
1. Interpret written messages, signs,
symbols, words, and phrases commonly
used at work or in the community
Interpreting written
messages, signns, symbols,
words, and phrases
commonly used at work or in
the community.
family, the community, the nation, and the world, and to participate in community and economic
1. Write in correct sequence the
steps/instructions or directions for an
activity (e.g., preparing land for planting,
following a recipe, arranging historical
events, and implementing a project)
23
LS1CS/EN-W-PSE-AE12 /
Writing correct sequence
the steps/instructions or
directions for an activity.

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27
LS1CS/EN-L-PSA-JHS1 /
Reacting intelligently and
creatively to the text listened
to.
1. React intelligently and creatively to the
text listened to
1
24
25
26
JUNIOR HIGH SCHOOL LEVEL
Using words and
expressions that affirm or
negate.
Using the past and past
tenses correctly in varied
contexts.
5. Use words and expressions that affirm
or negate
6. Use the past and past perfect tenses
correctly in varied contexts
2. Compare clear and coherent sentences
using appropriate grammatical structures:
• aspects of verbs • modals •
conjunctions • subject-verb agreement •
kinds of adjectives • order of adjectives •
degrees of adjectives
4. Observe correct grammar in
formulating definitions
Comparing clear and
coherent sentences using
appropriate grammaticaal
structures, aspects of verbs,
modals, conjunctions,
subject-verb agreement,
kinds of adjectives, degrees
of adjectives.
Observing correct grammar
in formulating definitions.

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2
3
4
6
Validating ideas made after
listening.
LS1CS/EN-B-PSB-JHS2.7 /
Identifying way to simplify
questions/statements.
2. Validate ideas made after listening •
sermons/homilies/preachings • Formal
and informal discussions of people in the
marketplace,etc. • Radio and television
programs • Radio and television ads •
sermons/homilies/preachings
marketplace,etc. • Formal and informal
discussions of people in the
marketplace,etc.
messages:
• conversations (EL-LE)
• formal and informal discussions (EL-
AE) •
religious leaders’
sermons/homilies/preachings (SL-LS)
• radio/TV
programs/speeaches/advertisements (SL-
AS)
4. Discuss, illustrate, dramatize specific
events
2. Identify ways to simplify
questions/statements (rephrasing,
repeating, etc.) • ―As I understand
it… • ―What you’re saying is… •
―To summarize.
PERFORMANCE STANDARD B: Speak clearly and appropriately in English so as to function effectively as a member of the family, community, nation, and the world,
specific details of
informative oral messages.
LS1CS/EN-L-PSA-JHS5.1.9
/ Discussing, illustrating,
dramatizing specific events.
Asking and anwering
correctly questions related
to current isue presented in
TV and radioprogram.
5
related to current issues presented in TV
and radio programs encouraging
audience participation

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8
11
7
LS1CS/EN-R-PSC-JHS15 /
Reading simple directions
related to various household
or work activities.
LS1CS/EN-V-PSC-JHS4 /
Raising questions about a
particular asect of a material
viewed.
Asking follow-up questions
for clarifications.
1. Raise questions about a particular
aspect of a material viewed
Using a particular kind of
sntence for a specific
purpose and audience.
9
3. Asking follow-up questions for
clarifications
4. Use a particular kind of sentence for a
specific purpose and audience:• asking
permission • making requests •
responding to questions • following and
giving directions • giving information •
explaining • expressing
opinions/emotions • making assertions
10
1. Recognize common action words in
stories read
2. Read simple directions related to
various household or work activities such
as: • medicine labels and instructions for
use • sanitation labels (waste
management/segregation) • recipes •
preparation and use of fertilizers,
pesticides, and animal feeds • health and
sanitation requirements on food handling
and preservation • doctor’s prescription
PERFORMANCE STANDARD C: Acquire and critically process information from a wide range of written and multimedia materials in the English language to function
LS1CS/EN-R-PSC-JHS10.4
/ Recognizing cmmon action
words in stories read.

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12
15
16
Interpreting important points
in commonly found written
materials in the household,
workplace, or community.
2. Use a particular kind of sentence for a
specific purpose and audience:
• asking permission
• making requests
• responding to questions
• following and giving directions
• giving information
• explaining
• expressing opinions/emotions
• making assertions
Giving one's opinion on
materials read.
4. Give one’s opinion on materials read
(e.g., literary materials, newspapers,
magazines, ebook)
13
LS1CS/EN-R-PSC-JHS1.1 /
Generating ideas through
prewriting activities through
brainstorming.
Using a particular kind of
sentence for a specific
purpose and audience.
1. Generate ideas through prewriting
activities through brainstorming.
3. Interpret important points in commonly
found written materials in the household,
workplace, or community · Simple written
messages · Letters · Newspapers,
advertisements · Posters or community
announcements · Sections from the Bible
or the Koran · Work-related documents
such as contracts, pay slips, bank forms ·
Business-related documents such as
deed of sale, forms used in cooperatives
and associations, quotations · Reports on
community problems

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3. Use various types and kinds of
sentences for effective communication of
information/ideas
• compound sentences
• complex sentences
• compound-complex sentences
Using various types and
kinds of sentences for
efective commnication of
information/ideas.
TOTAL 68 Competencies

Budget of Work for LS 1 Communication Skills in English

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Budget of Work for LS 1 Communication Skills in English