1. (P h i li p p i n e Ele m e n ta ry Le a rn i n g Co m p e te n c i e s )
EN GLIS H

2. 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
English
Daily Time Allotment
III
IV
V
I
II
100
100
100
80
80
VI
80
The daily period of 100 minutes is allotted for Grades I-III. There is no increase in time allotment for Grades IV-VI because
basic literacy skills are expected to have been developed in Grades I-III.
The 20-minute increased time allotment may be used for mastery of the skills through any of the following:
- peer tutoring
- spelling lessons
- enrichment/reinforcement for fast learners
- writing (practice)
- remediation for slow learners
- free reading
1

3. EXPECTATIONS
GOAL: Access varied information and creatively use them in spoken and written forms; communicate fluently and
accurately orally and in writing, for a variety of purposes and different social and academic contexts at their level while
carrying out activities in everyday life
At the end of Grade VI, the learner is expected to listen critically; communicate one’s feeling and ideas orally and in writing with a high
level of proficiency; and read various text types materials to serve one’s own learning needs in meeting a wide range of life’s purposes.
At the end of Grade V, the learner is expected to listen critically to different text types; express ideas logically in oral and written forms;
and demonstrate interest in reading to meet one’s various needs.
At the end of Grade IV, the learner is expected to listen critically to news reports, radio broadcasts and express ideas accurately in oral
and in written form; demonstrate more independence in the use of language to meet everyday needs; and read independently for
pleasure and get information from various text types.
At the end of Grade III, the learner is expected to listen critically to get information from text heard; demonstrate independence in using
the basic language structure in oral and written communication; and read with comprehension.
At the end of Grade II, the learner is expected to listen critically to 1-2 paragraphs; use appropriate expressions in varied situations and
about places and topics of interest; read critically and fluently in correct thought units, texts for information and entertainment and
respond properly to environmental prints like signs, posters, commands and requests; and write legibly simple sentences and messages
in cursive form.
At the end of Grade I, the learner is expected to recognize differences in speech sounds, word stress, intonation patterns in sentences
heard; speak clearly and use appropriate expressions in talking about oneself and the immediate environment; read with ease and
understanding beginners’ books in English; and write legibly information about oneself, common words and simple sentences in
manuscript form.
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4. 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
3

5. IV. Procedure
A. Listening
•
•
Motivation – showing pictures of animals; talking about pets or animals they know
Listening to a story
Pussy Cat is big. Its color is white and black. She sleeps under the chair with her three little baby kittens. The baby
kittens are very small. Pussy Cat is always beside the baby kittens.
•
Comprehension Questions
-
Who has baby kittens?
What is Pussy Cat doing?
What are the baby kittens doing also?
What is our story about?
B. Speaking
Show picture of a cat and say: This is a cat. The cat is big.
Ask pupils to hold the picture and repeat the sentence.
Ask them to tell something about their personal belongings.
e.g. This is my bag. My bag is red.
Introduce the use of that. Teacher says: This is a bag. What is this?
Guide the pupils to say – This is a bag. (pointing to the object)
Practice:
Pupils take turn in asking and answering questions using this-that.
e.g. Pupil 1: This is a pupil. What is this?
Pupil 2: That is a pencil. (Pupil 2 shows another object and repeat the sentence pattern.)
(There is pupil to pupil interaction with this kind of activity.)
Let the pupils understand that – This and That refer to one object.
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6. C. Reading
Teacher recalls the story used in listening. Teacher/pupils read the story.
Question:
Which of the following is a good title for the story?
a. My Pet
b. Pussy Cat c. Pussy Cat and Her Kittens
Present these words on the board or show pictures. Pupils read the words or give the names of the pictures.
a. pig
b. pig
dog
goat
bird
carabao
monkey
cow
Question:
What are these words called? What words would be the title/heading for the animals in Set A? Set B?
Science Concepts: There are different animals around.
Some animals make good pets.
Some animals give us food.
Infusion of Values: Animals need care. We should be kind to animals.
Practice:
Read these sentences and give a title for each group of sentence.
e.g. There are many animals in the farm.
The animals make different sound.
The dog barks. The cat says, “meow, meow.”
The duck says, “quack, quack”
Group Activity:
Assign 3 or 4 leaders who will be holding strips of paper with titles of the sentences or pictures
distributed to the pupils. When the leaders show the strips of paper, the pupils holding the pictures/sentences group
together to their respective leaders.
D. Writing – Copy the sentences and fill in the blanks.
My Pet
I have a ______. I call it ______.
Its color is _____. My pet eats ______.
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7. 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
VI. Agreement:
apples
guavas
pineapple
Ask the pupils to write down words or sentences related to the following:
Games I Like to Play
The teacher should strive for mastery of a particular objective before proceeding to the next higher one. Objectives may be
taught for two or more days but with different activities/exercises for each day. Criterion – reference test should be
administered to measure mastery of the objectives/skills taught.
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8. 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
1.1 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. Trace and copy lines *
• straight
• slanting
• horizontal
• curve
• circular
3. Identify specific sounds from a
background of different sounds
3. Talk about the meaning of
sound signals heard
e.g. roosters crow in the
morning, ships make loud
sounds when they arrive
heard *
• loud and soft
• high and low
2.1 Turn the pages of a reading
material properly
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
3.1 Identify letters that are
similar/ different in a group of
letters
* included in the 8-Week Curriculum
7
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

9. 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
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 6. Read orally high frequency
6.1 Use singular form of nouns
words in running print – Dolch
Basic Sight Word
• this/that is with objects
6.1 Increase one’s vocabulary
• a and an in naming
• words about family members
objects
6.2 Use the plural form of nouns
• labels and sign in school
• noun + s
• synonyms and antonyms
6.2 Identify the parts of a book
• these are/those are +
- cover, title, table of contents
noun
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
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
7. Tell what the picture or a series
of pictures is about
7.1 Tell what the story is about
• composite picture
e.g. a garden scene
• solo picture
e.g. red rose
8. Answer wh-questions based on
stimuli presented
Objects:
• composite pictures
• experience charts
8
4. Write the letters of the alphabet
according to:
• grouping
• proper sequence
7. Write from dictation
• common words
• phrases
• simple sentence

10. LISTENING
8.1 Select the details of a story
heard from a set of pictures
9
SPEAKING
READING
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
Tell the sequence of events in a 8.2 Use the verb to be (am, is, are)
story heard through pictures
with nouns and pronouns as
subject
8.3 Use the simple past form of the
verb (regular verb)
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. React to what the character
said/did on a story listened to
10. Tell the sequence of natural
events
• plant growth
• life stages of animals
10.1 Tell what happened first,
second, last in a series of
pictures
11. Perceive relationship
• source
e.g. egg-chicken
• function
e.g. table-trees
• part-whole
e.g. eyes-face
12. Predict outcomes
• Give the possible ending of
a series of pictures/given
events
• Tell what would happen
next to a set of pictures
13. Infer
13.1 what a person or animal
does
13.2 what have happened
before/after an event
10. Talk about topics of interest in
2-3 sentences
12. Infer the feeling/traits of
characters in a story heard
9
WRITING
8. Write names of common
objects learned in listening and
speaking
• common signs in the
classroom
9. Write sentences using
synonyms and antonyms to
describe objects
10. Write sentences about one’s
self and family
11. Compose greetings in cards
e.g. Happy Birthday

11. ENGLISH – GRADE II
LISTENING
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/
2. Recognize the rising and falling
intonation in:
- yes-no questions
- wh- questions
- statements
SPEAKING
1. Improve pronunciation skills
1.1 Use
- initial consonant blends
- initial and medial vowel
sounds
- words with diphthong
- critical consonant sounds
- critical vowel sounds
READING
1. Associate names of objects.
pictures with printed symbols
1.1 Read automatically high
frequency words in running print
1.2 Recognize words using spelling
patterns.
- c–v–v–c
- c–v–c–c
- consonant clusters in initial and
final position
- consonant clusters and blends
in initial/final position
1.2 Use courteous expressions in
appropriate situations
- greeting others
- taking leave
- offering help
2. Ask and answer questions
2.1 Use short answer forms to
questions
e.g. Who is your teacher?
Does the dog bark?
2. Follow simple one-step directions
heard
3. Give commands/directions
3. Identify words that rhyme in 2-3
stanza poems
4. Recite short verses, two-stanza
poems with correct intonation and
stress
-
two-step direction
2. Increase one’s vocabulary
by learning synonyms
and antonyms of common words
3. Do accurately slow reading to follow
a simple one-step direction
3.1 Follow printed directions for
test taking
4. Pantomime/act out rhymes and
jingles
4.1 Feel the rhythm through
clapping, etc.
10
WRITING
1. Copy legibly, accurately and neatly
in manuscript form of a given text
-
sentences
paragraph
rhymes/poems learned
2. Use capital letters in writing
one’s address, names of
persons, subjects, the beginning
letter of the first word in a
sentence
1.1 Write common abbreviations
e.g Mr., Mrs.
1.2 Copy words in alphabetical
order
3. Copy paragraph
observing indention,
capitalization and
punctuation
4. Copy poems/rhymes accurately
5. Demonstrate readiness skills in
cursive writing

12. LISTENING
5. Give the main idea of a selection
listened to
- Tell what the story is about
SPEAKING
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
READING
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
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
3. Note details in selection listened to
3.1 Answer wh-questions
7. Retell best-liked parts of a story
heard
3.4 Distinguish big ideas from small
ideas
4. Note details in short paragraph,
poems, stories read
6. Write from dictation
- Phrases
- Simple sentences
- Sentences in paragraph form
7. Write sentences/short
paragraph about the pictures
5. Organize ideas
6. Use adjectives to describe people,
animals, places
7.
5.1 Write important dates,
abbreviations in cursive
- Birthday
- Days of the week
- Months
- Address
4.1 Note explicit details
- descriptive words
- identify
characters,
setting etc. of the
story
5.2 Note implied details
5.1 Group pictures showing similar
ideas
5.2 Identify words/phrases
sentences that go with a given
concept/idea
6.1 Use the positive form of regular
adjectives
8. Act out best-liked parts of a story
heard
WRITING
Use preposition and prepositional
phrase
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
11
8. Write the correct spelling of words
learned in auditory discrimination

13. LISTENING
9. Impersonate well-liked characters
in a story heard
SPEAKING
READING
8. Perceive relationship shown in
pictures
8. Talk about topics of interest in 3-4
sentences
WRITING
9. Write sentences from a picture
stimulus
8.1 Identify the cause of a given
effect
8.2 Infer details in passages that
are not signaled explicitly
9. Predict outcomes
10. Give a possible ending to a
situation/story heard
9.1
Tell the possible ending of
a situation presented
through pictures
10. Write a different story ending
to a story read/heard
9.2 Give events that
could happen next
10. Infer
- what have happened before/
after an event
11. Make inferences
-
Infer hidden information from
oral texts
12
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. ENGLISH – GRADE III
LISTENING
SPEAKING
READING
WRITING
1. Identify words with –
• final consonant sounds
• initial and final consonant
blends and clusters
1. Increase one’s speaking
vocabulary
1.1 Use words presented under
auditory discrimination in
sentences
1. Recognize words using spelling
patterns as clues
e.g. digraphs
- Cvc
- Consonant clusters in
initial and final position
1.1 Recognize words through
repeated exposure
1. Write legibly and neatly observing
correct letter form, capitalization,
punctuation and spelling
- copying from a model
- letters of excuse, apology
- name and write the parts of a
letter
2.
2. Recite short verses, 1-2 stanza
poems with correct intonation and
stress
2.1 Recite poems with gestures
2.2 Memorize short verses
2. Read orally 1-2 stanza poems with
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
2. Write contractions correctly
3. Recognize the rising and falling
intonation in questions and
answers heard
3. Use courteous expressions in
appropriate situations
e.g. inviting someone
3. Read orally conversations/dialogs
observing proper intonation
4. Follow two-step directions heard
4. Give short commands/directions
- three-step directions
3. Write different kinds of sentences
- Telling, asking, requesting and
exclamatory sentences
3.1 Write one’s own address
correctly
Identify words that rhyme in
poems heard
5. Give the main idea of a selection
listened to
5. Ask and answer questions about
oneself/others using
- pictures
- dialogues
- comic strips
4. Follow simple two-step directions
- two separate simple sentences
- compound sentences
5. Get the main idea
-
13
distinguish big ideas from small
ideas
give appropriate title for a
paragraph
identify key sentence in a
paragraph
4. Copy paragraph with 4-5
sentences
- observe indention,
capitalization and punctuation

15. LISTENING
6. Note details in selections listened to
(1-2 short paragraphs)
- answer who, what, when,
where questions
SPEAKING
6. Talk about oneself things/events
6.1 Use the singular form of nouns
with verbs of being
6.2 Use the plural form of Nouns
7. Use possessive pronouns
7.1 Use pronouns that agree in
gender with its antecedent
7. Sequence events in the story
listened to through pictures/groups of
sentences/guided questions
8. Retell best-liked parts of a story
heard
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
READING
WRITING
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
5. Write from dictation different kinds of
sentences with correct
punctuation marks –telling,
asking etc.
7. Organize ideas
7. Write simple letters for a given
purpose
- letter of excuse
- letter of apology
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
6. Write the correct spelling of
words learned in listening,
speaking and reading
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
8. Write utterances on a given
situation/comic strip presented
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
9. Write a different story ending
10. Predict outcomes
10. Write sentences from a set of
pictures to make a story
10.1 Give an appropriate ending to
a given situation
14

16. LISTENING
9. Make inferences
- Infer traits of characters based on
what they do or say in a story
listened to
SPEAKING
10. Use expressions to show
location
READING
11. Infer
11. Write a different story ending
11.1 what have happened before
or after
11.2 insight from what is read or
observed
11. Talk about topics of interest in 4-5
sentences
12. Draw conclusion using
picture-stimuli/passages
10. Distinguish between facts and
fancy from stories heard
WRITING
13. Evaluate ideas
12. Fill out forms correctly
• library form
• Information Sheet
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
15
13. Write a short story from
a given situation

17. ENGLISH – GRADE IV
LISTENING
SPEAKING
READING
WRITING
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.
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-inlaw)
3. Write from dictation
- sentences and short paragraph
observing correct spelling
capitalization and punctuation
marks
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)
16
Write sentences/paragraphs giving
simple directions in doing
something
e.g. making a project
playing a game

18. LISTENING
SPEAKING
4. Ask and answer questions about
oneself/others/pictures
use because, so that, in order
-
READING
use context clues
synonyms, antonyms,
homonyms
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.
4. Give the main idea of a 2-paragraph
text
7. Note details in a selection
listened to:
-identify setting, suspense, climax
in the story
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
5. Note significant details that
relate to the central theme
8. Classify related ideas from news/
stories heard
7. Use a variety of sentences as to
structure
- declarative
- interrogative
- imperative
- exclamatory
7.1 Construct simple sentences with
modifiers and compliments
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
6. Give the main idea of a selection
listened to:
-Tell what the story/poem/ news is
about in two or three sentences
WRITING
4. Write a paragraph/short story
from one’s experience
4.1 Identify the main idea that
is implied or explicitly stated
4.2 Evolve a title in topic form
for text based on the main
idea or big idea
4.3 Skim the general idea on
what the material is about
4.4 Read orally one’s best liked part
of a story
5.1 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
17
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. LISTENING
SPEAKING
READING
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
WRITING
9. Sequence events in the story
listened to through groups of
sentences/guided questions
8. Use object pronouns
(me, him, her, us, them, you)
8.1 Use the object pronoun that
agrees in number with its
antecedent
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
7. Write essays
- arrange paragraphs according to
order of time/events and location
10. Report on a news item/radio
broadcast heard
9.
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
8. Write a variety of texts
- letters, paragraphs using a
variety of sentences
- riddles, mottos, sayings
11. Predict the outcome of stories
heard
10. Use words that describe persons,
places, animals, events
(adjectives)
10.1 Use the positive,
comparative and superlative
forms of regular adjectives
9. Predict outcomes
9.1 Give an appropriate ending
to a given situation and
give justification for such
ending
9. Compose riddles, slogans
and announcements from
given stimuli e.g. semantic
maps, planned
activities/programs
12. Infer the feelings of characters
based on how they talk (volume,
voice, stress)
11. Use adverbs of place and time
10. Infer
10.1 character traits from a
selection read
13. Give conclusions to situations/
news/oral report heard
12. Use prepositions and
prepositional phrase
e.g. among
in a month
11. Draw conclusions based on
information given
10. Write utterances/expressions on
situations/comic strip
presented
e.g. Thank you!
You’re great!
Use the different verb forms
(regular and irregular)
- present form
- past
- future
9.1 Use the verb that
agrees with the subject
in number
18

20. LISTENING
14. Evaluate ideas and make
judgments on oral texts presented
orally
14.1 Distinguish between
fact and opinion
SPEAKING
13. Talk about topics of interest in 56 sentences
READING
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
19
WRITING
11. Write paragraphs
- Descriptive
- Narrative
12. Write diaries and journals
13. Write summary of story read
- fable
- fairy tale

21. ENGLISH – GRADE V
LISTENING
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)
SPEAKING
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
READING
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
WRITING
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
2. Follow a series of directions
(5 to 6 steps)
2. Make simple and accurate
descriptions and announcements
2. Follow printed directions in filling
up school forms
- Information Sheet
3. Give titles to paragraph/stories
listened to
3. Use plural form of nouns
in talking about
oneself/others
- irregular nouns
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 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
4. Retell selections listened to
5. Use a variety of sentences
- simple
- compound
- complex
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
6. Use possessive form of
plural nouns
- proper nouns ending in s or z
20
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. LISTENING
SPEAKING
READING
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
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
7. Perceive relationship
give possible causes to a
given effect and possible
effects to a given cause
7. Write reports from writing models
- Science report
- television shows
- schools and community news
8. Give justification to a
possible ending to a story
heard
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
8. Predict outcomes
8.1 Give possible endings to a
selection
8.2 Give an appropriate ending to a
selection
8. Write an ending to an incomplete
story
9. Identify action words/
descriptive words
in sentences/paragraphs
heard
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
9. Infer
- traits of character
- the general mood of
expression in a selection
- how the story would turn out if
some episodes were changed
9. Write
- descriptive paragraph
- letters of invitation/request
- telegrams
- announcements
10. Draw conclusions based on
information given
10. Respond in writing based on
stimuli- result of an observation/
experiment
- acceptance letter
- descriptive/narrative
6. Sequence events in the
story listened to through
groups of sentences
7. Identify cause/effect from
statements/situations heard
10. Evaluate and make judgments on
oral texts presented orally
WRITING
6. Write a 2-point sentence outline
6. Sequence the major
ideas/concept in a selection
10. Use adverbs10.1 Adverbs of manner and
frequency
10.2 Use words that can function
as adjectives and adverbs
10.3 Use preposition +
prepositional phrase
11. Evaluate ideas/make judgements
11.1 Identify facts/opinions in a
selection read
11.2 Give opinions about
information read
21

23. LISTENING
11. Report accurately
information heard
SPEAKING
READING
11. Direct and indirect discourse
e.g. Direct –
Lydia said, “Fe write a letter.”
Indirect –
Lydia told Fe to write a letter.
11.3 Get information from
newspapers
- parts of a newspaper and
information from each
part
11.1 Transform direct to indirect or
vice versa
11.2 Change statement to question
or vice versa
e.g. Nora writes a letter.
Does Nora write a letter?
12. Use library resources to get
information
Card catalog
Atlas, encyclopedia
Newspapers
12. Talk about topics of
interest in 7-8 sentences
22
WRITING
11. Write reported statements in
paragraph form
11.1 direct discourse to indirect
12. Write different texts
Narrative
Description
Appointments
Advertisements

24. ENGLISH – GRADE VI
LISTENING
1. Distinguish changes in meaning of
sentences caused by stress
e.g. This is your dress.
(It’s yours.)
This is your dress.
(It’s definitely a dress.)
SPEAKING
1. Increase one’s speaking vocabulary
1.1 Relay information accurately
using different discourse
(statement, questions,
commands)
1.2 Use the correct intonation
- Yes-No questions
- Questions introduced by
interrogatives
2. Follow a series of directions
listened to - labeling diagrams
- completing a chart
3. Ask and answer questions using
pictures/dialogues/comic strips
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. Use courteous expressions on
appropriate situations
- Participate in club meetings
- Conducting an interview
3. Give the main idea of a selection
listened to
READING
1. Decode meaning of unfamiliar
words using
- structural analysis
- words with affixes
• prefixes and suffixes
- the dictionary
• words with multiple meanings
- context clues
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. 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
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
2. Follow a series of directions in- experiments
- prescriptions
- cooking
3. Tell the big ideas/key concepts
implied in each paragraph of
the story read3.1 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
23
WRITING
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. LISTENING
SPEAKING
6. Give possible cause/effect to
situations/news stories heard
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
7. Analyze ideas as to what could
happen next from stories heard
6. Use a variety of sentences as
to structure
-
•
•
•
•
-
8. Make inferences
8.1 Infer the mood of certain
events through the
speaker’s actions/
intentions/utterances
•
•
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
READING
6. Organize ideas
6.1 Make a heading/sub-heading
for paragraphs in a selection
6.2 Identify the key concept/
sentence that make up the story
6.3 Identify the details, heading for
an outline
6.4 Make a three-point outline of
an expository text read
7. Perceive relationship
7.1 Tell the relationship expressed
in the selection as to cause
and effect
7.2 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
7. Use indefinite pronouns
7.1 Use the verb that agrees
with the indefinite pronouns
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
8.3 Give possible endings to a
selection
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
WRITING
24
9. Write an outline of a story read
- Write a two to three point
sentence outline

26. LISTENING
9. Evaluate and make judgments
9.1 Distinguish advertisement from
propaganda
SPEAKING
9. Use adjectives
9.1 Use descriptive words and
phrases
- too + adj. + nominal
e.g. too short for
- adjective + enough
e.g. old enough
- two-word adjective
e.g. two-story building
9.2 degree of comparison of
irregular adjectives
9.3 adjectives in series
10. Use adverbs
- degrees of comparison of
adverbs
- words that can function as
adjective /adverb
11. Use direct and indirect discourse
12. Talk about topics of interest
- use a variety of sentences
- preposition and prepositional
phrases
READING
WRITING
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
10. Organize one’s thoughts in
writing
- information
- description
- resume
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
11. Respond in writing based on
stimuli and triggers
- application letter
- directions
- ads for work, editorials
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
12. Fill out forms
25
-
Information Sheet
Community Tax Certificate
Bank Notes