BASI C EDUCATI ON CURRI CULUM

(Philippine Elementary Learning Competencies)

ENGLISH
 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

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
EXPECTATIONS

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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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 ENGLISH – GRADE I

LISTENING SPEAKING READING WRITING

1. Respond appropriately to 1. Use expressions
expressions listened to * listened to in
• greeting others appropriate
• leave taking situations
Ask and answer questions
e.g. What’s your name?
Where do you live?
What grade are you in?
How old are you?
etc.
1. Recognize words commonly 1. Demonstrate Writing
heard through sight word Readiness Skills *
• courteous expression • free-hand
• one-step direction writing
• connecting
dots

1. Follow simple one-step 1. Give short 1. Identify common printed 1. Trace and copy lines
direction heard commands and materials e.g. book, *
e.g. stand up directions newspaper, • straight
sit down • slanting
2.1 Turn the pages of a reading • horizontal
material properly • curve
• circular

1. Identify specific sounds
from a background of
different sounds heard *
• loud and soft
• high and low
* included in the 8-Week Curriculum
1. Talk about the meaning of 1. Sharpen visual 3. Write legibly, accurately in
sound signals heard discrimination skills *
e.g. roosters crow in the • similarities and
morning, ships make loud differences of
sounds when they arrive objects/pictures as to
size, length
• identifying missing
parts of pictures
• left to right eye
movement
Identify letters that are
4
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
 LISTENING
1. Identify speech sounds
heard
• initial and final consonant
and vowel sounds
e.g. /f/ vs. /p/; /e/ vs. /iy/
1. Identify words that rhyme in
poems/jingles
1. Recognize rising and falling
intonation and meanings
they signal
• yes-no questions
• wh- questions
• statement
6 Give the main idea of a
selection heard
SPEAKING
1. Produce words listened to
with
• initial and final
consonant sounds
• initial and medial
vowel sounds
1. Recite rhymes, jingles with
correct intonation and stress
2. Talk about
oneself/others/things
Use singular form of nouns
• this/that is with
objects
• a and an in naming
objects
Use the plural form of nouns
• noun + s
• these are/those are
+ noun
1. Use personal pronouns
6.1 Use the pronoun that agrees in
gender with its antecedent
5
READING WRITING
similar/ different in a group of
letters
1. Associate names of 4. Write the letters of the alphabet
objects/ pictures with according to:
their printed symbols • grouping
e.g. words with • proper sequence
• initial and final consonant
sounds
• critical consonant and vowel
sounds
1. Sing/act rhymes,
poems, jingles
1. Read orally high 5. Write words and phrases
frequency words in 5.1 Copying from a model
running print – Dolch • name, grade, school
Basic Sight Word 5.2 Dolch Basic Sight Word
6.1 Increase one’s vocabulary • days of the week
• words about family
members
• labels and sign in
school
• synonyms and
antonyms
6.1 Identify the parts of a book
– cover, title,
table of
contents
7. Tell what the picture or a series 6. Copy paragraph with 2 to 3
of pictures is about sentences
7.1 Tell what the story is about • use the correct punctuation
• composite picture mark
e.g. a garden scene
• solo picture
 LISTENING SPEAKING READING WRITING
e.g. red rose
6 Note details in a selection 1. Use verbs 8. Answer wh-questions based on 7. Write from dictation
heard • simple present form stimuli presented • common words
• answering wh- questions Objects: • phrases
• identifying setting, characters, • composite pictures • simple sentence
events • experience charts
6.1 Select the details of a story 8.1 Use –ing form of the verb in 9. Organize ideas 8. Write names of common
heard from a set of pictures response to: • Grouping pictures based on objects learned in listening and
• What is _____ doing? similar ideas speaking
____ is cooking. • Select appropriate heading for • common signs in the
• What are _____ doing? a: classroom
____ are playing. – set of related
pictures
– set of
words/phrases
– set of sentences

8 Tell the sequence of events in a 6.1 Use the verb to be (am, is, are) 10. Tell the sequence of natural
story heard through pictures with nouns and pronouns as events
subject • plant growth
6.2 Use the simple past form of the • life stages of animals
verb (regular verb) 10.1 Tell what happened first,
second, last in a series of
pictures
8 Act out best liked parts of story 1. Use words that describe 11. Perceive relationship 9. Write sentences using
heard persons, animals, places • source synonyms and antonyms to
(adjectives) e.g. egg-chicken describe objects
9.1 Use the positive form of regular • function
adjectives e.g. table-trees
• part-whole
e.g. eyes-face
11. React to what the character 1. Talk about topics of interest 12. Predict outcomes 10. Write sentences about one’s
said/did on a story listened to in 2-3 sentences • Give the possible ending of a self and family
series of pictures/given events
• Tell what would happen next to
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 LISTENING
12. Infer the feeling/traits of
characters in a story heard
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/
1. Recognize the rising and falling
intonation in:
– yes-no questions
– wh- questions
– statements
2. Follow simple one-step directions
heard
SPEAKING READING WRITING
a set of pictures
13. Infer 11. Compose greetings in cards
13.1 what a person or animal e.g. Happy Birthday
does
13.2 what have happened
before/after an event
ENGLISH – GRADE II
SPEAKING READING WRITING
1. Improve pronunciation skills 1. Associate names of objects. 1. Copy legibly, accurately and neatly
1.1 Use pictures with printed symbols in manuscript form of a given text
– initial consonant blends
– initial and medial vowel sounds 1.1 Read automatically high – sentences
– words with diphthong frequency words in running print – paragraph
– critical consonant sounds – rhymes/poems learned
– critical vowel sounds 1.2 Recognize words using spelling
patterns.
1.2 Use courteous expressions in – c–v–v–c
appropriate situations – c–v–c–c
– greeting others – consonant clusters in initial and
– taking leave final position
– offering help – consonant clusters and blends
in initial/final position
2. Ask and answer questions 2. Increase one’s vocabulary 2. Use capital letters in writing
by learning synonyms one’s address, names of
1.1 Use short answer forms to and antonyms of common words persons, subjects, the beginning
questions letter of the first word in a
e.g. Who is your teacher? sentence
Does the dog bark?
1.1 Write common abbreviations
e.g Mr., Mrs.
1.2 Copy words in alphabetical
order
1. Give commands/directions 2. Do accurately slow reading to 3. Copy paragraph
follow a simple one-step direction observing indention,
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 LISTENING
3. Identify words that rhyme in 2-3
stanza poems
5. Give the main idea of a selection
listened to
– Tell what the story is about
3. Note details in selection listened to
3.1 Answer wh-questions
7. Retell best-liked parts of a story
heard
SPEAKING
– two-step direction
1. Recite short verses, two-stanza
poems with correct intonation and
stress
5. Talk about oneself/others things/
events
5.1 Use nouns
– This/that with singular form of
nouns
– Plural form of regular noun
– These are/those are with plural
noun
5.1 Use possessive pronouns (My,
You, His, Her, Your)
– Use the pronoun that agrees in
gender with its antecedent
5.1 Use verbs
5.1.1 Use simple present form
of verbs with
singular/plural nouns as
subject
5.1.2 Use the -ing form of
verbs (verbs of being)
5.1.3 Use the simple past of
the verbs commonly
used
5.1.4 Use positive/negative
form of auxiliary verbs
5.1.5 Use two-word verb
6. Use adjectives to describe
people, animals, places
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READING WRITING
2.1 Follow printed directions for capitalization and
test taking punctuation
3. Pantomime/act out rhymes and 4. Copy poems/rhymes
jingles accurately
3.1 Feel the rhythm through
clapping, etc. 5. Demonstrate readiness skills in
cursive writing
4. Get the main idea
Write important dates, abbreviations in
4.1 Tell what the set of related cursive
pictures is about – Birthday
- Give the appropriate – Days of the week
heading for a set of – Months
• pictures – Address
• sentences
2.1 Group similar ideas under
proper heading 4. Write from dictation
– Phrases
2.2 Distinguish big ideas from – Simple sentences
small ideas – Sentences in paragraph form
3. Note details in short paragraph,
poems, stories read 7. Write sentences/short
paragraph about the pictures
3.1 Note explicit details
- descriptive words
- identify
characters,
setting etc. of the
story
5.2 Note implied details
4. Organize ideas
4.1 Group pictures showing
similar ideas
4.2 Identify words/phrases
sentences that go with a given
 LISTENING
8. Act out best-liked parts of a story
heard
9. Impersonate well-liked characters
in a story heard
10. Give a possible ending to a
situation/story heard
11. Make inferences
– Infer hidden information from
oral texts
SPEAKING READING WRITING
Use the positive form of regular concept/idea
adjectives
8. Sequence events 8. Write the correct spelling of words
3. Use preposition and prepositional learned in auditory discrimination
phrase 8.1 Tell what happened first,
second, etc.
8.2 Tell what happened
before/after an event
8.3 Arrange words alphabetically
based on the first letter
9. Perceive relationship shown in 9. Write sentences from a picture
4. Talk about topics of interest in 3-4 pictures stimulus
sentences
9.1 Identify the cause of a given
effect
9.2 Infer details in passages that
are not signaled explicitly
10. Predict outcomes 10. Write a different story ending
to a story read/heard
10.1 Tell the possible ending of
a situation presented
through pictures
10.2 Give events that
could happen next
11. Infer 11. Write a composition
– what have happened about a given topic
before/ after an event
8.1 Prepare an invitation card
based on a model
8.2 Write short notes to
friends/family member
9

LISTENING
1. Identify words with –
• final consonant sounds
• initial and final consonant
blends and clusters
1. Identify words that rhyme in
poems heard
2. Recognize the rising and falling
intonation in questions and
answers heard
4. Follow two-step directions heard
5. Give the main idea of a selection
listened to
ENGLISH – GRADE III
SPEAKING
1. Increase one’s speaking
vocabulary
1.1 Use words presented under
auditory discrimination in
sentences
2. Recite short verses, 1-2 stanza
poems with correct intonation and
stress
2.1 Recite poems with gestures
2.2 Memorize short verses
3. Use courteous expressions in
appropriate situations
e.g. inviting someone
(dyads)
3.1 Ask and answer questions
about oneself/others using
– pictures
– dialogues
– comic strips
4. Give short commands/directions
– three-step directions
5. Talk about oneself things/events
3.1 Use the singular form of nouns
with verbs of being
3.2 Use the plural form of
Nouns
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READING
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. Read orally 1-2 stanza poems with
correct pronunciation, stress and
rhythm
1.1 Read orally or commit to
memory well liked lines in a
poem/selection
1.2 Use context clues to get
meaning of unfamiliar words
1.3 Use the glossary to get
meaning of new words
2. Read orally conversations/dialogs
observing proper intonation
3. Follow simple two-step directions
– two separate simple
sentences
– compound sentences
5. Get the main idea
2. Copy paragraph with 4-5
– distinguish big ideas from
small ideas
– give appropriate title for a
paragraph
– identify key sentence in a
paragraph
WRITING
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
1. Write contractions correctly
2. Write different kinds of
sentences
– Telling, asking, requesting
and exclamatory
sentences
1.1 Write one’s own address
correctly
sentences
– observe indention,
capitalization and
punctuation
 LISTENING SPEAKING READING WRITING

6. Note details in selections listened to
(1-2 short paragraphs)
– answer who, what, when,
where questions
7. Sequence events in the story
listened to through pictures/groups of
sentences/guided questions
8. Retell best-liked parts of a story
heard
6. Use possessive pronouns
1.1 Use pronouns that agree in
gender with its antecedent
2. Use verbs
2.1 Use the correct form of the verb
that agrees with the subject in
number
2.2 Use the correct time expression
to tell an action in the
– present
– past
– future
1.1 Construct sentences with simple
subject and predicate
2. Use words that describe persons,
places, animals, ideas, events
(adjectives)
2.1 Use the positive, comparative
and superlative forms of
adjectives
9. Use expressions to show
location
10. Talk about topics of interest in 4-5
sentences
3. Note explicit and implied details 5. Write from dictation different kinds of
from a story read sentences with correct
– Answer how and why punctuation marks –telling,
questions asking etc.
3.1 Decode words using structural
analysis 6. Write the correct spelling of
– prefixes words learned in listening,
– compound words speaking and reading
7. Organize ideas 7. Write simple letters for a given
purpose
7.1 Classify related ideas/concept – letter of excuse
under proper headings – letter of apology
7.2 Identify proper heading for
related sentences
7.3 Outline a 2-paragraph text with
explicitly given main idea
8. Sequence events 8. Write utterances on a given
8.1 Arrange events as to situation/comic strip presented
– space order
– line order
– both space and time
order
8.1 Number events in a story read
8.2 Arrange words alphabetically
based on the first and second
letter
9. Perceive relationship 9. Write a different story ending
9.1 Identify cause – effect
relationship
9.2 Identify and use language
clues that signify cause-effect
relationship
e.g. because, as a result

10. Predict outcomes 10. Write sentences from a set of

pictures to make a story
10.1 Give an appropriate ending to
a given situation

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 LISTENING SPEAKING READING WRITING

9. Make inferences 9. Infer 11. Fill out forms correctly

– Infer traits of characters • library form
based on what they do or 9.1 what have happened before • Information Sheet
say in a story listened to or after
9.2 insight from what is read or 12. Write a short story from
observed a given situation

10. Draw conclusion using

picture-stimuli/passages

10. Distinguish between facts and 11. Evaluate ideas

fancy from stories heard
11.1 Tell whether an action or
event is a reality or fantasy
11.2 Identify irrelevant ideas
in a passage

14. Read orally or commit to memory

poems/verses

12

LISTENING
1. Distinguish rising and falling
intonation
1. Identify the stressed and
unstressed syllables
e.g. stress on the:
– first syllable (library)
– second syllable
(industrious)
– third syllable (elementary)
1. Recognize pauses and stops in
utterances that signal meaning
4. Follow 3-4 step directions heard
5. Get information from a
conversation listened to
ENGLISH – GRADE IV
SPEAKING
1. Use
- words with stressed and
unstressed syllables in sentences
2. Give series of directions
using sequence signals e.g.
first, then, next, etc.
3. Use courteous expressions in
appropriate situations
e.g. telephone
conversation
4. Ask and answer questions about
oneself/others/pictures
– use because, so that, in
order
13
READING WRITING
1. Decode words in stories read 1. Write the correct spelling of
using phonetic analysis words with stressed and
e.g. /ze/z/- breeze unstressed syllables
/th/ - thank e.g.
1.1 Read orally stories/poems – words with silent letters
with correct stress and – words ending in –ph
Intonation sounded as f
– Show enjoyment of
stories/poems read
1.1 Use the dictionary
– to interpret stress marks for
correct accent
– select appropriate meaning
from several meanings
given
– to locate words using guide
words
2. Locate information in a book,
magazine, newspaper
2.1 Do accurate, slow reading in order 1. Write sentences/paragraphs giving
to follow common directions in: simple directions in doing
-prescriptions something
-medicine labels e.g. making a project
-simple experiments playing a game
3. Identify meaning of unfamiliar 3. Write from dictation
words – sentences and short
3.1 through structural analysis paragraph observing correct
– words with affixes and spelling capitalization and
inflectional endings punctuation marks
– compound words and their
components words written
as:
– one word (backyard)
– two words (security guard)
– hyphenated (sister-in-law)
3.2 use context clues
3.3 synonyms, antonyms,
 LISTENING
6. Give the main idea of a selection
listened to:
-Tell what the story/poem/ news is
about in two or three sentences
7. Note details in a selection
listened to:
-identify setting, suspense, climax
in the story
8. Classify related ideas from news/
stories heard
SPEAKING READING WRITING
homonyms
5. Use the plural form of nouns in 4. Give the main idea of a 2-paragraph 4. Arrange events chronologically
sentences text
e.g. nouns ending in f:
chief-chiefs 4.1 Identify the main idea that
leaf-leaves is implied or explicitly stated
– use expressions denoting 4.2 Evolve a title in topic form
quantity for text based on the main
e.g. a lot of, some, etc. idea or big idea
e.g Big Idea –
Monica is healthy.
Title (in topic form)
Healthy Monica
4.3 Skim the general idea on
what the material is about
4.4 Read orally one’s best liked part
of a story
6. Use possessive form of singular 5. Note significant details that 5. Write letters observing the correct
nouns relate to the central theme format
e.g. Renato’s bag – thank you letter
6.1 Use possessive form of plural 5.1 Locate answers to wh-, – letter of invitation
nouns how and why questions – letter of congratulations
e.g. the boy’s shirt 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
7. Use a variety of sentences as to of a story 6. Write a paragraph based on
structure an outline
– declarative 6. Organize ideas
– interrogative 6.1 Classify related
– imperative ideas/concepts under
- exclamatory proper heading
7.1 Construct simple sentences with 6.2 Give a heading or title for
modifiers and compliments texts read
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 LISTENING
9. Sequence events in the story
listened to through groups of
sentences/guided questions
10. Report on a news item/radio
broadcast heard
11. Predict the outcome of stories
heard
12. Infer the feelings of characters
based on how they talk
(volume, voice, stress)
13. Give conclusions to situations/
news/oral report heard
SPEAKING
8. Use object pronouns
(me, him, her, us, them, you)
8.1 Use the object pronoun that
agrees in number with its
antecedent
9. Use the different verb forms
(regular and irregular)
– present form
– past
– future
9.1 Use the verb that
agrees with the subject
in number
10. Use words that describe persons,
places, animals, events
(adjectives)
8.1 Use the positive, comparative and
superlative forms of regular
adjectives
11. Use adverbs of place and time
12. Use prepositions and
prepositional phrase
15
READING WRITING
6.3 Identify sub-heading for a
given heading
6.4 Outline a two-paragraph
passage
6.5 Outline a story read
6.6 Use the outline as a guide
in retelling or summarizing
the story
7. Sequence events/ideas 7. Write a variety of texts
7.1 Sequence the major – letters, paragraphs using a
events/ideas in a selection variety of sentences
7.2 Arrange a set of given – riddles, mottos, sayings
events in logical order to
make a story
e.g. time order
space order
both space and time order
8. Perceive relationship 8. Write a paragraph/short story
8.1 Identify statements/events from one’s experience
that show cause-effect
relationship
8.2 Give cause-effect relationship in
paragraph/passages read
8.3 Use the word because/so
that to identify statements
that show cause-effect
9. Predict outcomes 9. Compose riddles, slogans
9.1 Give an appropriate ending and announcements from
to a given situation and given stimuli e.g. semantic
give justification for such maps, planned
ending activities/programs
10. Infer 10. Write utterances/expressions on
10.1 character traits from a situations/comic strip
selection read presented
e.g. Thank you!
11. Draw conclusions based on Come and have fun.
information given You’re great!
 LISTENING SPEAKING READING WRITING
e.g. among
in a month

14. Evaluate ideas and make
judgments on oral texts presented
orally
14.1 Distinguish between
fact and opinion
13. Talk about topics of interest in 5- 12. Evaluate ideas and make 11. Write paragraphs
6 sentences judgments – Descriptive
12.1 Tell whether an action or – Narrative
event is reality or fantasy
12.2 Distinguish between fact 12. Write diaries and journals
or opinion
12.3 Compare and contrast text 13. Write summary of story read
information with prior – fable
knowledge – fairy tale
12.4 Evaluate the likelihood
that a story could really
happen
12.5 Determine an author’s
perspective on the
central topic

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 ENGLISH – GRADE V

LISTENING SPEAKING READING WRITING

1. Distinguish changes in 1. Increase one’s speaking vocabulary 1. Decode meaning of unfamiliar 1. Write the correct spelling of words
meaning in sentences 1.1 Pronounce words putting stress on words learned in listening, speaking and
caused by shift in the correct syllable 1.1 Decode words in stories reading
intonation 1.2 Use the correct intonation for using structural analysis
e.g. She’s coming. statements and questions 1.1.1 words with affixes
(plain statement) 1.3 Use courteous expressions in - prefixes and suffixes
She’s coming? conducting a club meeting 1.2 Identify the different
(for confirmation) information given to a
1.1 Distinguish changes in meaning word in a dictionary
of words caused by stress shift - syllabication
e.g. Please recórd (verb) the - stress marks
test result in the class récord - multiple meaning of
(noun) words.
1.3 Use synonyms and
antonyms

2. Follow a series of directions 1. Make simple and accurate 2. Follow printed directions in filling 2. Fill out school forms correctly
(5 to 6 steps) descriptions and announcements up school forms – Information Sheet
- Information Sheet – Bank deposit and
withdrawal slip
3. Give titles to paragraph/stories 2. Use plural form of nouns 3. Get the main idea
listened to in talking about 3.1 Give heading to a set of 2. Write a paragraph from the
oneself/others related ideas pictures drawn
4. Note details in a selection - irregular nouns 3.2 Identify the key sentence in – Beginning sentence
listened to: a paragraph – Middle
– Make a story 4. Retell selections listened to 3.3 Identify the details that – Ending
grammar to support the key sentence
remember 5. Use a variety of sentences 3.4 Skim to get a general idea 2. Arranging sentences according to
details (setting, – simple on what the material is about order of time/importance in writing
character, – compound a paragraph
events – complex 4. Note significant details
– Give implied 4.1 Identify the setting, characters 3. Write rhymes/jingles related to the
ideas or 6. Use possessive form of and ending of stories read selection read
information plural nouns 4.2 Draw pictures of
– proper nouns ending in s or z Incidents/characters from a
5. Get information from news report selection heard
heard 4.3 Identify oneself with a
5.1 List down important ideas/events character in the story

17
 LISTENING
6. Sequence events in the
story listened to through
groups of sentences
3. Identify cause/effect from
statements/situations heard
4. Give justification to a
possible ending to a story
heard
5. Identify action words/
descriptive words
in sentences/paragraphs
heard
SPEAKING READING WRITING
7. Use pronouns 5. Organize ideas 4. Write a 2-point sentence outline
7.1 Demonstrative (who, where, 5.1 Identify the major
etc.) ideas/concept in a selection
7.2 Reflexive (myself, herself, etc.) 5.2 Organize the key sentence
7.3 Ask and answer questions and supporting details into
about oneself/others an outline
No + negative (No, I’m not.) 5.3 Make a two-point outline of a 2
rejoinder to 3 paragraphs
– Yes + positive rejoinder
(Yes, I am.) 6. Sequence the major
– positive stem + negative stem ideas/concept in a selection
It’s a puppy, isn’t it.
– negative stem + positive tag 7. Perceive relationship 5. Write reports from writing models
– give possible causes to a – Science report
given effect and possible – television shows
effects to a given cause – schools and community
8. Use the different verb forms news
8.1 Simple present for 2. Predict outcomes
general truth 2.1 Give possible endings to a 2. Write an ending to an incomplete
8.2 Habitual past (use to + verb) selection story
8.3 Future (going to + verb) 2.2 Give an appropriate ending to a
8.4 Use two-word verb selection
9. Use words that describe
Persons, places, animals, 3. Infer
Ideas (adjectives) – traits of character 3. Write
9.1 Use the positive, comparative – the general mood of – descriptive paragraph
and superlative forms of expression in a selection – letters of invitation/request
adjectives – how the story would turn out – telegrams
9.2 Use descriptive words and if some episodes were – announcements
phrases changed
– as + adj. + as

10. Use adverbs-

10.1Adverbs of manner and
frequency
6. Evaluate and make judgments on 10.2 Use words that can function as
oral texts presented orally adjectives and adverbs
10.3 Use preposition + prepositional
phrase
11. Direct and indirect discourse
18
2. Draw conclusions based on
information given
3. Evaluate ideas/make judgements
11.1 Identify facts/opinions in a
selection read
11.2 Give opinions about
information read
2. Respond in writing based on
stimuli-
– result of an observation/
experiment
– acceptance letter
– descriptive/narrative
 LISTENING SPEAKING READING WRITING
e.g. Direct –
Lydia said, “Fe write a letter.” 11.3 Get information from 2. Write reported statements in
Indirect – newspapers paragraph form
7. Report accurately Lydia told Fe to write a letter. - parts of a newspaper and
information heard information from each 2.1 direct discourse to indirect
3.1 Transform direct to indirect or part
vice versa
3.2 Change statement to question 12. Use library resources to get 3. Write different texts
or vice versa information – Narrative
e.g. Nora writes a letter. – Card catalog – Description
Does Nora write a letter? – Atlas, encyclopedia – Appointments
– Newspapers – Advertisements
4. Talk about topics of
interest in 7-8 sentences

19

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.)
2. Follow a series of directions
listened to -
– labeling
diagrams
– completing a chart
3. Give the main idea of a selection
listened to
1. Note details in selections
listened to-
– identify the setting, main and
secondary characters, climax
and ending of the story
1. Sequence events of a story
listened to through guided
questions
ENGLISH – GRADE VI
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. Use courteous expressions on
appropriate situations
– Participate in club meetings
– Conducting an interview
1. Ask and answer questions using
pictures/dialogues/comic strips
3.1 Change statements into
questions
3.2 Use tag questions
– negative and positive
e.g. We get food from the forest,
don’t we?
You don’t buy junk food, do you?
4. Retell a selection listened to –
– news broadcast
– fiction stories
4.1 Read orally/recite poems cast
for a verse choir
4.2 Give accurate announcements
– Give a report based on an
interview
20
READING WRITING
1. Decode meaning of unfamiliar 1. Write a composition showing
words using – introduction
– structural analysis – body
– words with affixes – conclusion
• prefixes and suffixes
– the dictionary
• words with multiple meanings
– context clues
1.1 Learn some common idioms
e.g. stone’s throw 2. Write specific directions on
1.2 Use figurative language to describe given situations
people and events e.g. interpret a diagram/road
– Simile; Metaphor; Hyperbole map
2. Follow a series of directions in- 3. Write a model composition
– experiments - arrange details in order
– prescriptions • home reading report
– cooking • diaries
• minutes of meeting
3. Tell the big ideas/key concepts
implied in each paragraph of 4. Write a summary of what was
the story read- read
3.1 Give the details that
support the big idea 5. Write from dictation
3.2 State the main idea of a
paragraph that is explicit 5.1 Reconstruct a dictated text
or implied by taking down important notes
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
 LISTENING
6. Give possible cause/effect to
situations/news stories heard
7. Analyze ideas as to what could
happen next from stories heard
8. Make inferences
8.1 Infer the mood of certain
events through the
speaker’s actions/
intentions/utterances
SPEAKING
5. Use nouns-
- plural of compound nouns,
- gerunds
5.1 Use nouns that are plural
in form but singular in
meaning
e.g. news, measles
6. Use a variety of sentences as
to structure
– simple
• simple subject with compound
predicate
• compound subject and simple
predicate
• simple subject and compound
predicate
• compound predicate and
compound subject
– compound
• using connectors and and but
– complex
• dependent and independent
clause
6.1 Use direct and indirect
discourse
7. Use indefinite pronouns
7.1 Use the verb that agrees
with the indefinite pronouns
8. Use verbs
8.1 Use the different verb
forms
– present perfect form
– active and passive voice
– expressions about future plans –
hope-can; wish, could if were
21
READING WRITING
6. Organize ideas 6. Write reported statements in a
Make a heading/sub-heading story form
for paragraphs in a selection 6.1 Change statements,
Identify the key concept/ questions, requests and
sentence that make up the story commands to reported
Identify the details, heading for sentences
an outline
Make a three-point outline of an
expository text read
4. Perceive relationship 7. Write an ending to a given
situation
Tell the relationship expressed in
the selection as to cause and
effect
Give other possible causes to a
given effect and other effects
to a given cause
8. Predict outcomes 8. Write a model composition
8.1 Give other events that could – write about one’s
happen next feelings/reactions using the
correct form of the verb
8.2 Draw pictures of
incidents/characters that is
possible to happen
8.3 Give possible endings to a
selection
9. Infer 9. Write an outline of a story read
– traits of character – Write a two to three point
– the general mood of the sentence outline
selection
– how the story would turn out if
some episodes were changed
- alternative actions taken by
characters
– alternative actions taken by
characters
 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
e.g. Direct –
Ben said, “Nilo was in the contest.”
Indirect –
Ben said that Nilo won in the
contest.
12. Talk about topics of interest
– use a variety of sentences
– preposition and prepositional
phrases
22
READING WRITING
10. Draw conclusions based on 10. Organize one’s thoughts in
information given writing
10.1 Evaluate if a conclusion – information
made is justifiable – description
10.2 Identify sufficient – resume
evidences to justify a
conclusion/generalization
11. Evaluate ideas/make judgement 11. Respond in writing based on
11.1 Give opinions about stimuli and triggers
information read – application letter
11.2 Determine the purpose of – directions
the author – ads for work, editorials
11.3 Identify author’s device to
bring out his message
12. Use the library resources 12. Fill out forms
effectively
12.1 Use card catalog, atlas, – Information Sheet
almanac, and other – Community Tax Certificate
general references – Bank Notes
12.2 Get information from
newspapers and other
references
– Parts of a newspaper
Information one gets from
each part
- atlas, encyclopedia