BASIC EDUCATION CURRICULUM

(P h i lip p in e Ele m e n ta ry Le a rn in g Co m p e te n c i e s )

EN GLIS H
 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.

1
TIME ALLOTMENT

Daily Time Allotment

Learning Areas
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 - spelling lessons
- enrichment/reinforcement for fast learners - writing (practice)
- remediation for slow learners - free reading

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.

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

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.

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 ______.

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.

7
 Grade One
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.

Listening Speaking Reading Writing

Standards: Standards: Standards: Standards:

Pupils recognize differences in Pupils produce simple words Pupils recognize letters sounds, and Pupils apply the correct strokes in
speech sounds, and intonation applying the correct blending of words and use them in reading writing letters of the alphabet in
patterns in sentences heard sounds simple sentences
manuscript form
Pupils manifest understanding of Pupils use appropriate expressions Pupils manifest understanding of
text listened to in talking about oneself, things in the basic facts and ideas in what Pupils write legibly information
the immediate environment and in they have read using about oneself, common words and
dealing with other people comprehension strategies to simple sentences in manuscript
manifest understanding of the text form observing correct spelling,
punctuation, capitalization and
Pupils show understanding and spacing
enjoyment of the story through
literary appreciation activities

Pupils follow common instructions

in the school and community

Competencies: Competencies: Competencies: Competencies:

1. Identify specific sounds from a 1. Talk about the meaning of sounds 1.1 Identify the front cover, back 1. Demonstrate writing readiness skills
background of different sounds heard heard (e.g. Roosters crow in the cover, table of contents and title  free hand drawing
1.1 Distinguish loud from soft sound morning. Ships make loud sounds page of a book  connecting dots
1.2 Distinguish high from low sound when arriving/departing.) 1.2 Care of books  trace and copy lines
1.3 Distinguish similar from 1.3 Identify common printed materials - straight
dissimilar sounds like books, newspapers, - slanting
1.3.1 Identify similar sounds magazines, flyers and on-line - horizontal
1.3.2 Identify dissimilar sounds information, posters - curve
1.4 Distinguish the number of 1.4 Follow words from left-to-right and - circular
different sounds heard from top to bottom on the printed
1.4.1 Distinguish one, two, page
three sounds 1.5 Recognize that sentences in print
1.4.2 Identify one-sound are made up of separated words
utterances (e.g. one tap 1.6 Distinguish letters from words
for s…) 1.7 Recognize and name all uppercase
1.4.3 Identify two-sound and lowercase of the alphabet
utterances (e.g. two taps
for sht…)

8
 Listening Speaking Reading Writing
1.4.4 Identify three-sound
utterances (three taps for
art..)
1.5 Distinguish the position of
sounds in short utterances
1.5.1 Identify initial sounds
1.5.2 Identify final sounds
2. Identify letter sounds 2. Produce words with 2. Associate names of objects/ pictures 2. Write legibly and accurately in
correspondence  initial consonant with their printed symbols manuscript form the capital and
1.1 Identify initial and final  final consonant  words with initial and final small letters of the alphabet.
consonant sounds  simple vowel sounds (initial and consonant sounds 2.1 Trace & copy letters with
1.2 Identify vowel sound medial)  words with initial and medial straight lines
1.3 Identify diphthongs  critical consonant sounds vowel sounds 2.2 Trace and copy letters with
/p/ as in pan and /f/ as in fan  words with critical consonant and combination of straight and
/ch/ as in chin, church vowel sounds slanting lines,
/th/ as in thin and /dh/ as in e.g. Nn Aa
then
/b/ base and /v/ as in vase 2.3 Trace and copy letters with
/sh/ as in she and /zh/ as in combination of straight & curve
vision lines
/dz/ as in judge e.g. Dd
2.4 Trace and copy letters with
 critical vowel sounds rounded strokes and loops
/ae/, /e/, / / as in cup, ago, e.g. Cc
burn
 diphthongs
/aw/, /ow/, /uw/, /ay/, /oy/
3. Identify words that rhyme in poems/ 3. Recite rhymes, jingles and raps with 3. Sharpen visual discrimination skills 3. Copying from a model, write words
jingles correct intonation and stress (Include 3.1 Note similarities and and phrases from
rhymes, jingles and songs about differences of objects/pictures poems/jingles/raps heard
body parts, plants and animals) as to size, length 3.1 Copy words and phrases from
3.2 Identify missing parts of basic sight words
pictures 3.2 Copy from a model, simple
3.3 Follow left-to-right eye patterned greeting
movement cards/invitations, etc.
3.4 Identify letters as to letter 3.3 Write the letters of the
form alphabet according to:
 big/small  grouping
 similar/different in a group  proper sequence
 critical letter
3.5 Recognize words that rhyme in
poems/jingles/raps
3.6 Read orally simple one-syllable
and high frequency words (eg.
Dolch Basic Sight Word, Fry’s
List)

9
 Listening Speaking Reading Writing
4. Recognize rising and falling 4. Use courteous expressions in 4.1 Increase one’s vocabulary thru 4. Capitalize the first word of a
intonation and meanings they signal appropriate situations context sentence, names of people, etc
 yes-no questions  greeting others  gestures/actual
 wh- questions  asking to leave demonstration
 Statements  offering help  pictorial representations/rap
(Use science concepts  expressing apology  words about family members,
(e.g. What animals are found in your  asking somebody a favor days, months, celebration
neighborhood?)  expressing the same meaning  labels and signs in school
in different ways) 4.2 Identify synonyms and antonyms
4.3 Use synonyms and antonyms

5. Recognize appropriate courteous 5. Use short answer form 5. Tell what the picture or a series of 5. Write words and phrases following a
expressions in given situations  wh- questions pictures is about (composite picture model
 personal history e.g. a garden scene, solo picture e.g. e.g. name, birthday, grade, school,
 What’s your name? red rose) address, parents’ name (e.g. in
 Where do you live? 5.1 Tell what the picture or set of the garden
 What grade are you in? picture is about
 How old are you? Etc.  Tell what happened first,
second, last in a series of
pictures (process, stages)
5.2 Answer wh-questions based on
stimuli presented
 composite pictures
 experience charts
5.3 Group pictures based on similar
ideas
5.4 Select appropriate heading for a
 set of pictures
 set of words/phrases
 set of sentences
6. Give the main idea of a selection 6. Give simple 1-2 step directions 6. Tell the sequence of natural events 6. Write the correct spelling of names of
heard e.g. Open your book.  plant growth common objects and signs learned in
 Giving titles to five-sentence Go to the board.  life stages of animals and people listening and speaking
paragraphs/rhymes listened to Write your name.

7. Note details in a selection heard 7. Identify objects in the 7. Perceive relationship 7. Copy paragraph with 2-3 sentences
 Answer wh- question classroom/home  source (e.g. egg-chicken) with correct punctuation marks (Use
 Identify setting/characters/events 7.1 Name objects using a, an  function (e.g. table-tree) of punctuation marks e.g. period &
 Select the details of a story heard 7.2 Name objects using This is, That  part to whole (e.g. eyes-face) question mark)
from a set of pictures (Use science is (Include plants and animals)
texts)
8. Group the details in the story 8. Use the plural form of nouns 8. Make inference 8. Write from dictation
listened to under similar ideas 8.1 Form the plural of regular nouns 8.1 Infer what a person or animal  words
(adding s or es) does  phrase
8.2 Form the plural of commonly 8.2 Infer what had happened  simple sentences
used/heard irregular nouns before/after an event

10
 Listening Speaking Reading Writing
8.3 Name objects using These are,
Those are
8.4 Name objects using the /
di /, the /da /
8.5 Name objects using some

9. Tell the sequence of events in a 9. Use cardinal and ordinal 9. Predict outcomes 9. Write sentences about
story heard through pictures (Science numbers 9.1 Give the possible ending of a oneself/things/others
concepts) e.g. one, two, etc. series of pictures/ given events
first, second, etc. 9.2 Tell what would happened next
to a set of pictures

10. Describe objects using one-half 10. Impersonate well liked 10. Write sentences using synonyms or
10. Infer the feeling/ traits of of, one third of, and one fourth characters in the short story antonyms to describe events,
characters in a story heard of read persons, animals, places and
(React on the characters in the objects
story impersonated)

11. Identify cause of a given effect 11. Use prepositions to show 11. Do accurate slow reading in 11. Write sentences using verbs and
Identify effect of a given cause location order to follow common adjectives already learned
on, in, at, directions in school and
( Use prepositional phrases community
e.g. on the table, in the basket)  Canteen this way
 STOP
12. Give a possible ending to a 12. Use a personal pronoun in talking  SILENCE
situation/story heard about oneself and others
12.1 Use I in talking about
oneself
12.2 Use you in addressing a
person spoken to
12.3 Use he/she in talking
about a boy or a girl
12.4 Use we when talking about
persons including oneself
(Ask questions to generate the
above structures)
13.React to what the character said/did 13. Use possessive pronouns in
in the story heard talking about personal and
another persons’ belongings
13.1 Use my/mine in talking
about one’s personal
belongings
13.2 Use your/yours in talking
about another person’s
belongings
13.3 Use his/her, his/hers in

11
Listening Speaking Reading Writing
talking about a boy’s or a
girl’s belongings
13.4 Use their/theirs when
talking about two or more
than two person’s
belongings
(Ask questions like whose?)
14. Describe persons, animals, things,
and places using the positive form of
regular adjectives
14.1 Identify adjectives
14.2 Use appropriate adjectives in
describing persons, animals,
things, places and events
15. Talk about one’s activities/
responsibilities in school and at
home
15.1 Use the -ing form of verbs
(Use verbs in science context)
- in statements
e.g. I am /He is
brushing my/his teeth.
- in questions:
e.g. What are you doing?
15.2 Use the simple present form
of the verb to indicate
habitual action and general
truths (e.g. The sun rises in
the east)
15.2.1 Form the singular
of verbs
15.2.2 Use the singular/
plural form of verbs
15.3 Use present form of verb “to
be” (am, is, are)
15.3.1 Use present form of
verb “be” with other
nouns as subjects and
nouns and adjectives
as predicates
15.3.2 Use present form of
verb “be” with
pronouns as subjects
and nouns and
adjectives as
predicates

12
Listening Speaking Reading Writing
15.4 Use simple past form of
regular verbs in talking about
things done
15.4.1 Form the past of
regular verbs
15.4.2 Use simple past form
of verbs
(Use verbs presented in the
previous lesson)
15.5. Use simple past form of
irregular verbs in talking
about things done
15.5.1 Form the past of
commonly used/
heard irregular
verbs
15.5.2 Use simple past
form of verbs

13
 Grade Two

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.

Listening Speaking Reading Writing

Standards: 1. Standards: Standards: Standards:

Pupils recognize differences in Pupils produce simple words Pupils manifest understanding of Write legibly information about
speech sounds, and intonation applying the correct blending of the basic facts and ideas in what oneself, common words and simple
patterns in sentences heard sounds they have read using sentences in manuscript form
comprehension strategies to observing correct spelling,
Pupils manifest understandingof Pupils use appropriate expressions manifest understanding of the text punctuation and capitalization
text listened to in talking about oneself, things in neatly and with correct spacing
the immediate environment and in Pupils show understanding and
dealing with other people enjoyment of the story through
literary appreciation activities

Follow common instructions in the

school and community

Competencies: Competencies:
Competencies: Competencies:
1.Associate names of objects with 1.a.) Demonstrate readiness skills for
1. Identify speech sounds heard. 1.Improve pronunciation skills in using: pictures and other printed symbols. cursive writing.
 initial consonant blends ( r & l  initial consonant blends  read automatically high frequency  use of upward and downward
clusters)  initial and final vowel sounds words in running print; strokes;
 initial and medial vowel sounds  words with diphthong  recognize words using spelling  use of slanting lines;
 words with diphthong  critical consonant sounds patterns :  use of circles;
 critical consonant sounds (v, f etc)  critical vowel sounds c – v – v – c; c – v – c – c; 1.b.) Trace and copy cursive letters
 critical vowel sounds consonant clusters in initial and with:
 critical medial vowels final position; and consonant  2-stroke form letters: Aa, Cc, Nn,
clusters and blends in initial/final Xx;
position.  3-stroke form letters: Bb, Dd, Ee,
Hh, Kk, Ll, Tt, Ww, Mm, Ii, Pp, Rr,
Uu, Vv;
 4-stroke form letters: Ff, Gg, Jj,
Pp, Qq, Yy, Zz.
1.c.) Write the corresponding cursive
forms for each of the manuscript
letter forms:
 2-stroke letters;
 3-stroke letters’
 4-stroke letters.

14
2. Identify words that rhyme in 2 – 3 2. Use courteous expressions in 2. a) Get meaning thru:
stanza poems.(Nature poems) appropriate situations.  pictorial representation 2. Write legibly and neatly with correct
 greeting others  phonetic analysis; spacing
 taking leave  contextual analysis;  Write the correct spelling of the
 offering help  structural analysis; words learned in auditory
 expressing apology  learning synonyms of common discrimination exercises.
 asking favor words;  Use capital letters in writing one’s
 declining an invitation  learning antonyms of common address, names of persons,
words. subjects of learning areas, the
 Word association(e.g. fish-sea, beginning letter of the first word
red-color) of a sentence.
 Use punctuation marks in
b) Use the glossary to get the asking, telling sentences and
meaning of new words. in abbreviations)
(Alphabetizing)  Write common abbreviations in
cursive:
i.e. days of the week, months,
addresses, and titles like Mr., Mrs.
Dr., etc.
 Copy 3 – 5 sentence paragraph
and rhymes and poems observing
3. Recognize the rising and falling 3. Recite short verse, 1-2 stanza poems 3. Do slow reading accurately to follow correct spelling
intonation in yes-no questions and with correct intonation and stress. a simple 1-step direction. 3. Write from dictation different kinds of
wh-how questions/statements  Follow printed directions for test sentences.
4. Give the main idea of the selection 4. Give two-step commands/directions. taking.  telling and asking
listened to. 4. Note details from short
4.1 Give titles to 5 –sentence paragraphs/poems/ stories read: 4. Write sentences from picture
paragraphs, rhymes listened to.  Note explicit details. stimulus.
(Include science texts)  Use descriptive words.(for
objects, experiences, animals
and people)
 Identify characters, setting, etc.
5. Note details of the selection/story  Note implied details.
listened to. 5. Use prepositions on, in, under, 5. a) Get main idea. 5. a) Write short notes to family
 Answer wh – questions below, above, etc.  Tell what the set of pictures is all member/s or friends.
 Identify setting, character and about/ give appropriate heading (special occasions)
events for a set of pictures/sentences. b) Write sentences telling what
 Complete/make visual  Group similar ideas under the scanned/ skimmed material is about
representation of a text heard appropriate heading.
 Distinguish big ideas from small
ideas.
 Group pictures/sentences showing
similar ideas.
 Identify words/phrases/sentences
that go with a given concept/idea.
b) Scan or skim through the
materials to get ideas

15
6. Give the sequence of events in a
story heard. 6. Use short form answers to questions 6. Sequence events.
about topics on community.  Sequencing events through
 wh – questions pictures
 using do – does in questions  Tell what happened first, second,
next, etc.
 Tell what happened before/after
an event.
7. Infer ‘hidden’ information from oral 7. Use nouns accurately in expressing 7. Infer character traits and events that
text. (Implied) ideas. happened before and after.
 Use this/that is with nouns.
 Use plural form of regular nouns.
 Use plural forms of common
irregular nouns (e.g. child-
children)
 Use a/an with singular nouns and
some with plural nouns
 Use these are/those are with plural
nouns.
8. Give possible ending to a 8. Use ordinal numbers i.e. first, 8. Tell the possible ending of a situation
situation/story heard. second, third, etc., and words like presented in the
then, next, and in sentences story/selection/pictures.
expressing order or sequence.

9. React to what the character said/did 9. Use fractions as determiners 9. React to what the character said/did
in the story. e.g. one-half of four in the story being read.
one-half of ten
one-third of nine
one-fourth of twelve
10. Identify cause and effect 10. Talk about self/others/things/topics 10. Perceive relationship shown in
relationships in the situations/ideas of interest in 3-4 sentences. pictures.
or stories listened to. 10.1 Use verbs in sentences.  Identify the cause of a given
 simple present form with effect; (Ask”why” questions)
singular/plural nouns as  Infer details in passages that are
subjects; not signaled explicitly.
 -ing form of the verb (verbs
of being)
 Use the positive and
negative form of the verb be
(e.g.was-wasn’t, is-isn’t
etc)
 simple past tense of verb
 use time expressions
(e.g. yesterday,last week,
etc)
 will /shall/going to in
expressing futurity

16
 10.2 Use possessive pronouns
(my, your, his/her,
their/our).
 Use the pronoun that agrees
11. Act out best-liked parts of story in gender with its antecedent. 11. Evaluate the characters in the story.
heard. 11. Use ‘because’ in a sentence.  Why do you like the character?

12. Impersonate well-liked character/s 12. Describe persons, animals, places 12. Impersonate a well-liked character
in a story heard. and events.(shape, color, size) in the story read.

 Identify sense organs

appealed to based on what is
described)
 Use the positive form of regular
adjectives.
Describe persons, places, things.or
events
 Use other forms of adjectives.
(comparative)
13. Retell best-liked parts of a story 13. Use two-word verb 13. Retell best-liked part/s of the story
heard. (e.g. put on-take off, etc) read.
Follow simple 1-2 step directions
heard.
Locate selection using the table of
contents
14. Interprets simple charts like
weather charts, etc

17
 GRADE III

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.

Listening Speaking Reading Writing

Standards: Standards: Standards: Standards:

Pupils recognize differences in Pupils produce/pronounce simple Pupils manifest understanding of Pupils write information about
speech sounds and intonation words, words found in verses, ideas in what they have read using oneself, construct sentences,
patterns in sentences heard poems applying correct blending of comprehension strategies learned paragraphs, and letters observing
words correct spelling, punctuation, and
Pupils manifest understanding of Pupils show understanding and capitalization neatly and with
text listened to Pupils use appropriate expressions enjoyment of stories read correct spacing
and language structures learned in
talking about oneself, things, Pupils make use of study skills
events in the immediate learned
environment and in dealing with
others

1. Identify words with 1. Produce the sounds listened to Phonemic Awareness 1. Demonstrate readiness skills in
 final consonant sounds (refer to listening activity) 1. Recognize that the final sound in the cursive writing
 initial and final consonant blends word may not be the sound of the
and cluster. final symbol
e.g., hate, late, mate
2. Identify words that rhyme in poems 2. Recite short verse, 2-stanza poems 2. Note that some words having the 2. Arrange words alphabetically based
heard. with gestures, correct intonation and same sound differ in meaning, (e.g., on the first letter.
(Include poems about nautre) stress from memory. sea-see)

Word Recognition
3. Recognize the rising and falling 3. Use courteous expressions in 3. Recognize words using spelling 3. Write utterances on a comic strip
intonation in questions and answers inviting someone patterns as clues. e.g. I’m sorry.
heard. (yes-No; wh-how)  C-V-C You’re great!
 consonant clusters in initial Congratulations!
and final position
 digraphs
 word families

4. Follow two-step directions heard 4. Give 2-step commands/directions 4. Recognize that some words 4. Fill-out forms correctly.
(concrete) can be pictured and 4.1 Pupil’s ID
others (abstract) cannot (kindness, 4.2 library forms

18
 honesty) 4.3 student descriptive
5. Note details in selections listened 5. Ask and answer questions about questionnaire
to. oneself/others/things using pictures, 5. Note that words have multiple 5. Outline a 2-paragraph text with
 (1-2 paragraphs) dialogs/comic strips. meanings explicitly given main idea
 Answer who, what, when, where  there is/are
questions  this is/that is, my/his/hers/etc
(possessive)
 because, so that, in order, that
6. Give the main idea of a selection 6. Use nouns with verbs of being. 6. Recognize word parts – word (root) 6. Write sentences from a set of
listened to 6.1 Use singular form plus an ending that shows more than pictures to make a story.
6.1 Make a visual representation 6.2 Use plural form one (glasses), past time (planted),
of a selection/poem etc heard ownership (pupil’s)
7. Sequence events in the story 7. Use possessive pronouns. 7. Recognize original roots in 7. Arrange words alphabetically based
listened to through pictures/ 7.1 Use the pronoun that agrees in contractions, e.g., I’m, can’t on the first and second letter
groups of sentences/guide gender with its antecedent
questions.

8. Infer traits of character based on 8. Talk about oneself/others/things/ 8. Recognize the small words that form 8. Write simple descriptive sentences
what they do or say in a story events/topics of interest in 4-5 compound words from given stimuli (pictures, video
listened to. sentences. clips, story).
8.1 Use verbs
8.1.1 Use the correct form of
the verb that agrees with
the subject in number
8.1.2 Use the correct time
expression to tell an action
in the present, past and
future
8.1.3 Use the positive/negative
form of be verb
8.2 Use adjectives to describe
persons, places, animals, ideas,
events
8.2.1 Use the positive,
comparative and
superlative forms of
adjectives
8.3 Use prepositions & prepositional
phrase.(between, beside,
infront, at the back) Vocabulary Development
9. Evaluate and make judgment on 9 Use sentences with simple subject 9. Recognize the meaning signaled by 9. Write a possible story ending of a
oral texts. and predicate. the following prefixes (re, in, im, selection read/heard.
9.1 Discriminate between reality un, dis)
and fantasy
9.2 Distinguish between facts and
fancy from stories heard
(Justify)

19
10. Identify cause and effect from a 10. Recognize the meaning signaled by 10. Copy paragraph with 4 – 5
story heard. the following suffixes (less, ful) sentences observing correct
indention, capitalization punctuation
and spacing
11. Act out best liked parts of story 11. Recognize unfamiliar words using 11. Write a descriptive paragraph about
heard. context clues a favorite character.

12. Impersonate well liked characters in 12. Use action and descriptive words 12. Write simple letters for a given
a story heard properly purpose.
12.1 letter of excuse
12.2letter of apology

Comprehension 13. Write from dictation sentences

13. Get the main idea with adjectives
13.1 Distinguish big ideas from
small ideas (e.g. phrases,
clauses, sentences)
13.2 Give appropriate title for a
paragraph
13.3 Identify key sentence in a
paragraph

14. Note explicit and implied details

from a story read
14.1 Answer how and why
questions
15. Sequence events.
Arrange words alphabetically based
on the first and second letter
15.1 Arrange events as to
 space order
 time order
 both space and time order
 number events in a story
read
16. Perceive relationship.
16.1 Identify cause – effect
relationship
16.2 Identify and use language
clues that signify cause-
effect relationship
e.g. because, as a result
17. Infer what had happened
before/after an event.
17.1 Infer from what is read or
observed
18. Give an appropriate ending to a

20
 given situation.
18.1 Draw conclusion using stimuli/
passages
19. Distinguish whether the selection is
a reality or fantasy

Study Skills
20. Observe a specific pattern in
following directions
 Reads an entire problem for the
general idea
 Reread to note specific steps to be
taken
 Carry out steps
 Read problem again to ensure all
steps were fully carried out (reference
only)
21. Locate words in an alphabetical
listing
21.1 Arrange words in alphabetical
order to the second and third
letter
21.2 Locate words using the thumb
index in a dictionary
22. Use table of contents independently
to locate stories
23. Classify related ideas/concepts
under proper heading

21
 GRADE FOUR

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.

Listening Speaking Reading Writing

Standards: Standards: Standards: Standards:

Pupils recognize differences in Pupils use appropriate expressions Pupils recognize words using Pupils write words, sentences, etc.
intonation patterns, stress, pauses, in talking about oneself, others, different strategies learned observing correct spelling
etc in utterances/sentences heard things, events in his immediate
environment and in dealing with Pupils manifest understanding of Pupils complete poems, write letters
Pupils manifest understanding of others what they have read using and paragraphs
texts listened to comprehension strategies learned
to show understanding of the text

Phonemic Awareness
Word Recognition
1. Distinguish rising and falling 1. Use words with stressed and 1. Decode words in stories read using 1. Write the correct spelling of words
intonation, in interjections, unstressed syllables in 18 phonetic analysis with stressed and unstressed
questions (yes-no, what) sentences/conversations/ e.g. /ze/ /z/ - breeze syllables
dialogs /th/ - thanks e.g. words with silent letters, words
ending in –ph sounded as /f/.
Vocabulary Development
2. Identify the stressed and unstressed 2. Talk about oneself 2. Use the dictionary 2. Write from dictation sentences and
syllables e.g.- in making introduction 2.1 Interpret stress marks for short paragraphs observing correct
in relating experiences correct accent spelling, capitalization and
2.2 Select appropriate meaning from punctuation marks
several meanings given
3. Write sentences/paragraphs giving
3. Recognize pauses and stops in 3. Use courteous expressions in 3. Identify meaning of unfamilliar words simple directions in doing something
utterances that signal meaning appropriate situations through structural analysis e.g. - map reading in following
e.g. telephone conversation 3.1 words with affixes and direction making a project
asking for directions to go to inflectional endings playing a game
a place 3.2 compound words written as:
one word (backyard)
two words (security guard)
hyphenated (sister-in-law)
3.3 context clues
3.4 synonyms, antonyms,
homonyms

Comprehension

22
4. Get information from a conversation 4. Give series of directions using 4. Get the main idea of two-paragraph 4. Fill out forms correctly
listened to sequence signals texts 4.1 information sheet form
e.g. first, then, next, etc. 4.1 Identify the main idea that is 4.2 student descriptive
explicitly stated in a 2- questionnaire
paragraph text
4.2 Get the main idea that is
implied in a 2-paragraph text
4.3 Evolve a little topic form for text
based on the main idea or big
idea

5. Follow 3-4 step directions heard 5. Ask and answer questions about 5. Note significant details that relate to 5. Copy friendly letters from a model
(e.g. cooking recipe) oneself/others/things/events using the central theme and observe punctuation,
pictures, dialogs/comic strip/speech 5.1 Locate answers to how and why capitalization and spelling. e.g.
tree questions that are explicitly thank you letter, invitation letter,
stated in the texts congratulations, etc
5.2 Demonstrate knowledge of story
grammar by identifying setting,
characters and main events in
the story
5.3 Find descriptive words/action
words in selection read

6. Give the main idea of a selections/ 6. Use the plural form of irregular nouns 6. Sequence events/ideas 6. Write a paragraph/short story from
story/poem/songs/news listened to in sentences 6.1 Sequence the major one’s experience
6.1 Classify related ideas from e.g. nouns ending in f events/ideas in a selection
news/stories heard chief, chiefs 6.2 Arrange a set of given events in
6.2 Give titles to poems, stories, leaf-leaves logical order to make a story
etc. listened to e.g. time order, space order,
both space and time order
7. Note details in selections/stories 7. Use expressions denoting quantity 7. Perceive relationship 7. Write letters observing the correct
listened to e.g. a lot of, some, etc. 7.1 Identify statement/events that format
7.1 Identify show cause-effect relationship 7.1 letter of thanks
character,setting ,suspense, 7.2 Give cause-effect relationship in 7.2 letter of invitation
climax, resolution in the story paragraph/passage read 7.3 letter of congratulations
7.3 Use the word because/so that to
identify statements that show
cause-effect
8. Classify related ideas from 8. Use possessive form of singular 8. Infer character traits from a selection 8. Write a paragraph based on an
news/stories heard nouns read outline.
e.g. Renato’s bag
9. Arrange paragraphs according to
9. Sequence events in the story 9. Use possesive form of plural nouns 9. Give an appropriate ending to a given order of time, events and location
listened to through groups of e.g. the boys’ shirt situation and give justification for
sentences/guided questions such ending 10. Write announcements, slogans from
10.Retell best-liked parts of story heard 10. Draw conclusions based on given stimuli
10. Report on a news item/radio information given e.g. advertisements, semantic maps,

23
 broadcast heard planned activities, programs

11. Predict the outcome of stories heard 11.Use a variety of sentences as to use 11. Evaluate ideas and make judgments 11. Write an ending to an incomplete
 declarative 11.1 Tell whether an action or selection
 interrogative event is reality or
 imperative fantasy/support answer
 exclamatory with reason/reasons
11.2 Distinguish between fact and
opinion
11.3 Compare and contrast text
information with prior
knowledge
11.4 Evaluate the likelihood that a
story could really happen
11.5 Determine an author’s
perspective on the central
topic
Study Skills
12. Infer the feelings of characters 12.Use simple sentences with modifiers 1. Do accurate, slow reading in order to 12. Write utterances/expressions on
based on how they talk (volume, and complements follow common directions in: situations /comic strips. presented
voice, stress)  phrases 1.1 prescriptions
 clauses 1.2 medicine labels
13. Give conclusions to situation/news 1.3 simple experiments 13. Write a 3-4 sentence reaction to a
oral report heard 13.Use object pronouns (me, him, her, news item heard
us, them, you) 2. Use the dictionary (Make posters/captions)
2.1 Use guide words to locate words
13.1 Use the object pronoun that in the dictionary
agrees in number with its 2.2 Select an appropriate meaning
antecedent from several meanings given
2.3 Recognize correct syllabication of
14. Evaluate ideas and make judgments 14. Use the different verb forms words 14. Write paragraphs
on oral texts presented orally (regular and irregular) 3. Use index in locating information in a 14.1 Write descriptive paragraphs
present book 14.2 Write narrative paragraphs
past 4. Use the parts of/sections of a
future newspaper in locating desired
information
5. Classify related ideas/concepts under
15. Distinguish between fact and 15. Use the verb that agrees with the proper heading 15. Write a summary of a fable or fairy
opinion subject in number 5.1 Give a heading or title for texts tale read.
read
16. Use modals in different situations 5.2 Identify sub-heading for a given
16.1 Express ability and inability heading
using can/cannot 5.3 Outline a two-paragraph passage
16.2 Express permission and 5.4 Use the outline as a guide in
prohibition using may/may retelling or summarizing the
not, should/should not story
16.3 Express obligation or 6. Reads rapidly to locate information or

24
 compulsion using must/must to gain a general impression
not (scanning/skimming)
16.4 Express duty using ought,
should

17. Use because, so that, in order

18. Use adjectives to describe persons,

places, animals, events
18.1 Identify types of adjectives
(quantity, quality, size,
origin, color)
18.2 Identify forms of adjectives
(e.g. -al as in mental, special,
-ible/able as in
commendable, -ic as in
scientific)
Transform nouns to
adjectives using suffixes
18.3 Identify the position of
adjectives in a sentence
18.4 Identify adjectives used
as nouns
18.5 Use the positive, comparative
and superlative form of
regular adjectives

19. Use adverbs of place and time

20. Use prepositions and prepositional

phrase e.g to, from, in a month,
in a year, on a day

21. Talk about topics of interest in 5-6

sentences

25
 GRADE FIVE

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.

Listening Speaking Reading Writing

Standard: Pupils recognize variations in Standard: Pupils use their speaking Standard: Pupils read and manifest Standard: Pupils write interesting
stress, intonation patterns, juncture in skills to effectively express their enjoyment and understanding of paragraphs, fill out forms correctly,
utterances and different text types feelings, ideas, about their own selves, different reading texts using varied write accurate reports based on
heard. others, events in different situations. comprehension strategies observations and simple experiments
conducted.

1. Distinguish changes in meaning in 1. Increase one’s speaking vocabulary 1. Decode meaning of unfamiliar words 1. Write the correct spelling of words
sentences caused by shift in 1.1Pronounce words putting stress on 1.1 Decode words in stories using learned in listening, speaking and
intonation the correct syllable structural analysis reading
1.2 Use the correct intonation for 1.1.1 words with affixes
e.g. She’s coming. (plain statement) statements and questions 1.1.2 prefixes and suffixes
She’s coming? (for confirmation) 1.3Use courteous expressions in: 1.2 Identify the different
information given to a word in a
1.1 Distinguish changes in meaning  conducting a club meeting dictionary
of words caused by stress shift  talking to superiors/elders - syllabication
 talking to peers - stress mark
e.g. Please recórd (verb) the test result
(e.g. May I.., Excuse me.., - multiple meanings of words
in the class récord (noun).
Thank you…, Sorry.., - word clipping
Please..etc) - blending
1.3 Use synonyms and antonyms
1.4 Use word clipping, blending
and acronyms
(e.g. gym-gymnasium,
motorcade-motorcycle and parade)
2. Follow a series of directions 2. Make simple and acccurate 2. Follow printed directions in filling 2. Fill out forms correctly
(5 to 6 steps) descriptions and announcements out forms: - Information Sheet/biodata
(e.g. cooking recipe, operating - Information Sheet/biodata - Deposit and Withdrawal Slips
appliances/equipment) - Deposit/withdrawal slips
3. Give the main idea of a 3. Use the plural form of nouns in 3. Get the main idea 3. Write a paragraph from the pictures
selection/story/poem/news listened talking about oneself/others 3.1 Give a heading to a set of drawn
to - irregular nouns (e.g. ox- related ideas - Beginning sentence
3.1 Give titles to paragraphs/stories oxen) 3.2 Identify the key sentence in a - Middle
listened to - special nouns (e.g. wood- paragraph - Ending
3.2 Give implied ideas or information pieces of wood
woods-forest) 3.3 Identify the details that support
the key sentence
3.4 Skim to get a general idea on
what the material is about

26
 4.Note significant details
4.1 Identify setting, character and 4. Arrange sentences according to
4. Note details in a selection listened to 4. Retell selections listened to ending of stories, order of time/importance in writing
selection/poems read a paragraph
4.2 Make a story grammar to
remember details (setting,
character, events)
4.3 Draw pictures of
incidents/characters of
stories read
4.4 Identify oneself with a
character in the story read
4.5 Retell the story/selection with
the aid of a timeline

5. Read a news report/selection 5. Summarize a news report

5. Get information from news 5. Use a variety of sentences according - Organize Ideas
report, television news
broadcast/interviews to structure 5.1 Identify the major ideas/concepts
5.1 List down important events - simple in a report/selection
- compound 5.2 Organize the key sentence and
- complex
supporting details into an outline
5.3 Make a two-point outline of a 2 to
3-paragraphs
story/report/selection

6. Sequence the major ideas/concept in

6. Sequence events in the story 6. Use possesive form of plural nouns a selection 6. Write a summary of what was read
- proper nouns ending in s or z using the timeline
listened to through:
- group of sentences
- illustrations/drawings
- comic strips
7. Perceive relationship
7. Use pronouns - Give possible causes to a given 7. Writes report from writing models
7. Identify cause/effect from
7.1 Demonstrative (This, these, that, effect, possible effects to a - Science report
statements/situations heard
those) given cause -Television shows
7.2 Reflexive (myself, herself, etc) - school and community news
- investigatory projects
7.3 Relative (who, whom, which,
that, where)
7.4 Interrogative (Wh-questions)
8. Predict outcomes
8.1 Give possible/appropriate ending 8. Write an ending to an incomplete
8. Give justification to possible 8. Use the different verb forms
to a selection story
ending to a story heard

27
 8.1 simple present for present
8.1 Give a possible ending action, general truth, habitual action
8.2 Justify/explain of giving and permanent condition
such 8.2 habitual past (used to + verb)
8.3 Role play the culminating 8.3 future (will, shall. going to +
scene verb)
8.4 Use two-word verbs
(e.g. back off, turn on, turn
off) 9. Infer
9 Identify action words/descriptive 9.Write
- traits of character
words in sentences/paragraphs 9. Use words to describe persons, - Descriptive paragraph
- the general mood of expression in a
heard places, animals and ideas - Letters of invitation/request
selection
(adjectives) - how the story would turn out if - Announcements
9.1 Use the positive, comparative and some episodes were changed - e-mails
superlative forms of adjectives
9.2 Use descriptive words and phrases
(as + adj. + as)
10 Evaluate and make judgments on 10. Draw conclusions based on
10. Respond in writing based on stimuli
oral texts presented orally information given
- result of an observation/
10.1 Give the lesson 10. Use adverbs Experiment
10.2 Identify fact from opinion -letters of acceptance
10.2 Describe the mood 10.1 Adverbs of manner, place, -descriptive/narrative
10.3 Tell the purpose of the time, degree and frequency
author 10.2 Use words that can function as
adjective and adverbs
10.3 Use prepositional phrases
11 Report accurately information heard 11. Evaluate ideas/make judgments 11. Write reported statements in
As adverbs
11.1 Identify facts/opinions in a paragraph form
11.1. Restate in one’s own words selection 11.1 direct discourse to indirect
11. Direct and indirect discourse
the ideas heard 11.2 Give opinions about
e.g. Direct
information
Lydia said, “Fe write a letter.”
Indirect
Lydia told Fe to write a letter
11.1 Transform direct to indirect and
12. Get information from newspapers
vice versa
- parts of a newspapers and 12. Write different text
information from each part
12 Change statement to question or
vice versa - Narrative
13. Use library resources to get - Description
12.1 Yes-No
information - Appointments
e.g. Nora writes a letter.
- card catalogue - Announcements
Does Nora write a letter?
- Atlas, encyclopedia, Almanac
Wh-question
- Newspapers/magazines
e.g. Who writes a letter?
- Internet
What does Nora write?
12.2 Ask and answer
questions

28
 about oneself/others

 No + negative rejoinder(No, I’m

not.)
 Yes + positive rejoinder (Yes, I
am.)
 Positive stem + negative tag
(e.g. It’s a puppy, isn’t it?)
 Negative stem + positive tag
(e.g. You/re not lazy, are you?)

29
 GRADE SIX

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.

Listening Speaking Reading Writing

Standard: Pupils recognize Standard: Pupils use speaking skills Standard: Pupils read and manifest an Standard: Pupils organize ideas and
variations in stress, intonation and strategies appropriately to understanding of literary, graphic and information to write for an intended
patterns, juncture in communicate with peers/others for a informative texts using a range of purpose and audience
utterances/different text types variety of purposes strategies to construct meaning
listened to

1. Distinguish changes in meaning 1. Use the correct intonation 1. Decode meaning of unfamiliar 1. Write a
caused by shift in sentence 1.1 yes-no questions words using: composition/advertisement/poem
stress 1.2 questions introduced by - Phonetic analysis using figurative language and idioms
______ interrogatives - structural analysis showing:
e.g. This is your dress.  words with affixes: prefixes - introduction
( It’s yours.) and suffixes) - body
_____ - dictionary - conclusion
This is your dress.  correct syllabication of
( It’s definitely a dress.) words
 diacritical marks for correct
accent
 words with multiple
meanings)
- context clues
- synonyms, antonyms,
homonyms, homophones

1.1 Learn some common idioms

e.g. stone’s throw
1.2 Use figurative language
To describe thoughts, feelings,
people and events
- simile
- metaphor
- hyperbole
- personification
- onomatopoeia
- alliteration/assonance

30
 1.3 Use word clippings, word
blending, and acronyms

2. Follow a series of directions 2. Use courteous expressions in 2. Follow a series of directions in: 2. Write specific directions in given
listened to appropriate situations:  Experiments situations
 labeling diagrams  participating in club meetings  Prescriptions  Interpreting a diagram/road
 completing a chart  conducting an interview  Cooking maps
 etc  hosting a program  Operating  Playing games (field/board
 introducing a speaker appliances/equipment games)

3. Give the main idea of a selection 3. Ask and answer questions using 3. State the main idea of a paragraph 3. Write a composition showing
listened to pictures/dialogues/comic strips either explicit or implied arranged details supporting the main
3.1 Tell the big ideas/key concepts idea
3.1 Give titles to poems, stories, 3.1 Change statements into questions implied in each paragraph of the
selection listened to  Yes-No questions story read
 Wh-questions  Diaries
3.2 Use tag questions 3.2 Give the details that support the big  Minutes of a meeting
Negative tag idea  Home reading reports
e.g. We get food from the 3.3 Evolve an appropriate title to given
forest, don’t we? supporting details/main idea
Positive tag
e.g. You don’t buy junk food,
do you?

3.3 No + Negative rejoinder ( No, I’m

not.)
Yes + Positive rejoinder(Yes, I am.)

4. Note details in a selection 4. Retell a selection listened to 4 Note significant details 4. Write reported statements in a story
listened to  News broadcast 4.1 Identify the events of the plot of form
4.1 Identify the setting, main  Fiction stories the story, poems, short plays 4.1 Change statements, questions,
and secondary characters,  Best liked parts of the story 4.2 Read orally/recite poems cast requests and commands to
climax and ending of the heard for a verse choir reported sentences
story 4.1 Give a report based on an
interview/announcements/
news/sports items

5. Sequence events of a story 5.1 Use nouns 5. Sequence the key concepts/big ideas 5. Write a summary of what was read
listened to through guided  Plural of irregular and to show wholeness of the using a story grammar
questions compound nouns story/selection
 Nouns that are plural in form 5.1 Use a story grammar to show
but singular in meaning sequence of episodes in a story
e.g. news, measles
 Possessive form of proper nouns
ending in s or z

31
  Gerunds
 Infinitives

6. Give possible cause/effect to 6.1Use pronouns 6.1 Organize ideas 6. Respond in writing based on stimuli
situations/news/stories heard 6.1.1 Indefinite pronouns ( e.g. 6.1 .1 Classify ideas under proper  Result of an
nobody, heading for paragraphs in a observation/experiment for an
someone, etc) selection investigatory project
 Use the verb that agrees with 6.1.2 Use graphic aids in  Acceptance letter
the indefinite pronouns organizing ideas  Excuse letter
6.1.3 Identify the key  Explanation letter
6.1.2. Use reflexive pronouns concept/sentence that
(e.g. myself, himself, herself, etc) makes up the story
6.1.4 Identify the details, heading
6.1.3 Use reciprocal pronouns for an outline
(e.g. We love each other, We love 6.1.5 Make a three-point outline of
one another) a text read
6.1.4 Use relative pronouns 6.1.6 Give a summary of ideas
(e.g. that, which and wh-question based on an outline
Words)
e.g. Red is the color that I like 6.2. Perceive relationship
most. 6.2.1 Tell the relationship
expressed in the selection as
to cause and effect
6.2.2 Give other possible causes to
a given effect and other
effects to a given cause

7. Make inferences 7.1 Infer 7. Write a model composition

 Infer the mood of certain events 7. Use adjectives  the traits of character
through the speaker’s 7.1 Use descriptive words and  the general mood of the 7.1 Write about one’s
actions/intentions/utterances phrases selection feelings/reactions about current
 Too + adjective + nominal  how the story would turn out issues using adjectives
e.g. too short for mother if some episodes were 7.2 Write a descriptive paragraph
 Adjective + enough changed about a favorite character
e.g. old enough  alternative actions taken by
 Two-word adjectives characters
Two-storey building

7.2 Degrees of comparison of irregular

verbs
7.3 Adjectives in series

8. Predict outcomes
8. Analyze ideas as to what could 8. Use verbs 8.1 Give other events that could 8. Write a composition
happen next from stories heard 8.1 Use the different verb forms happen next
 Simple tenses 8.2 Draw pictures of incidents  About feelings/reactions to

32
  Perfect tenses that are possible to happen editorials using the correct
8.2 Use active and passive voice 8.3 Give possible endings to a form of the verb
8.3 Use expressions about future plans selection  An appropriate ending to a
given situation
 Hope – can
 Wish – could
 If – were
 Going to + verb

8.4 Use Used to + verb

8.5 Use a variety of sentences as to

structure
- Simple sentence
 Simple subject with simple
predicate
 Simple subject with compound
predicate
 Compound subject with simple
predicate
 Compound subject with
compound predicate
- Compound sentence
 Using conjuctions and and but

- Complex sentence
 Dependent and independent
clause
- Compound-complex
 1 dependent clause and 2
independent clauses
9.1 Draw conclusions based on
9. Evaluate and make judgments 9.1 Use adverbs information given 9.1 Organize one’s thoughts in writing
 adverbs of degree/intensifiers 9.1.1 Evaluate if a conclusion  resume
9.1 Distinguish advertisement  adverbs of duration made is justifiable  Student Descriptive
from propaganda  words that can function as Questionnaire
9.2 Identify fact, opinion, truth , adjectives or as adverbs 9.1.2 Identify sufficient evidences  Application Letter
falsity  degrees of comparison of to justify a conclusion/
adverbs generalization

9.2 Use direct and indirect discourse 9.2 Evaluate ideas/make judgment 9.2 Respond in writing based on stimuli
 Relay information accurately and triggers
using indirect discourse 9.2.1 Give opinions about  Ads for work/editorials
information read
9.2.2 Determine the purpose of
the author

33
 9.2.3 Identify author’s device to
bring out his message

9.3 Read printed materials

9.3 Talk about topics of interest using: 9.3. Fill-out forms correctly
- preposition and prepositional 9.3.1 Use the library resources  Information Sheet
phrases effectively (card catalog, atlas,  community tax certificate
almanac and other general  Bank notes
references)
9.3.2 Locate information from
different parts of a newspaper
and other references
9.3.3 Skim and scan to locate
information

9.4 Use the web, internet to gather data

9.5 Use parts of a book to get desired

information ( front and back
covers, title page, table of
contents, glossary and index)

34