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PELC English
PELC English
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
Learning Areas
English
II
100
100
100
80
80
VI
80
The daily period of 100 minutes is allotted for Grades I-III. There is no increase in time allotment for Grades IV-VI because
basic literacy skills are expected to have been developed in Grades I-III.
The 20-minute increased time allotment may be used for mastery of the skills through any of the following:
- peer tutoring
- spelling lessons
- enrichment/reinforcement for fast learners
- writing (practice)
- remediation for slow learners
- free reading
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 ones feeling and ideas orally and in writing with a high
level of proficiency; and read various text types materials to serve ones own learning needs in meeting a wide range of lifes 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 ones 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.
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 days lesson.
Here is a sample lesson plan showing the four components integrated in a days 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:
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
-
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.
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 ______.
V. Evaluation:
VI. Agreement:
apples
guavas
pineapple
Ask the pupils to write down words or sentences related to the following:
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.
ENGLISH GRADE I
LISTENING
SPEAKING
READING
WRITING
1. Respond appropriately to
expressions listened to *
greeting others
leave taking
1. Demonstrate Writing
Readiness Skills *
free-hand writing
connecting dots
LISTENING
SPEAKING
READING
WRITING
8. Use verbs
simple present form
LISTENING
8.1 Select the details of a story
heard from a set of pictures
SPEAKING
READING
9. Organize ideas
Grouping pictures based on
similar ideas
Select appropriate heading
for a:
- set of related pictures
- set of words/phrases
- set of sentences
Tell the sequence of events in a 8.2 Use the verb to be (am, is, are)
story heard through pictures
with nouns and pronouns as
subject
8.3 Use the simple past form of the
verb (regular verb)
WRITING
8. Write names of common
objects learned in listening and
speaking
common signs in the
classroom
ENGLISH GRADE II
LISTENING
1. Identify speech sounds heard
- initial consonant blends
- initial and medial vowel sounds
- words with diphthongs
1.1 Discriminate speech sounds heard
- critical consonant and vowel
sounds
e.g. /s/ vs. /z/
/e/ vs. /ey/
SPEAKING
1. Improve pronunciation skills
1.1 Use
- initial consonant blends
- initial and medial vowel
sounds
- words with diphthong
- critical consonant sounds
- critical vowel sounds
3. Give commands/directions
two-step direction
WRITING
1. Copy legibly, accurately and neatly
in manuscript form of a given text
-
sentences
paragraph
rhymes/poems learned
READING
10
LISTENING
5. Give the main idea of a selection
listened to
- Tell what the story is about
SPEAKING
READING
5. Organize ideas
7. Write sentences/short
paragraph about the pictures
WRITING
11
LISTENING
9. Impersonate well-liked characters
in a story heard
SPEAKING
READING
WRITING
9. Write sentences from a picture
stimulus
9. Predict outcomes
9.1
10. Infer
- what have happened before/
after an event
12
SPEAKING
READING
WRITING
2.
13
LISTENING
6. Note details in selections listened to
(1-2 short paragraphs)
- answer who, what, when,
where questions
SPEAKING
6. Talk about oneself things/events
6.1 Use the singular form of nouns
with verbs of being
6.2 Use the plural form of Nouns
7. Use possessive pronouns
7.1 Use pronouns that agree in
gender with its antecedent
8. Use verbs
8.1 Use the correct form of the verb
that agrees with the subject in
number
8.2 Use the correct time expression
to tell an action in the
- present
- past
- future
8.3 Construct sentences with simple
subject and predicate
9. Use words that describe persons,
places, animals, ideas, events
(adjectives)
READING
WRITING
7. Organize ideas
8. Sequence events
8.1 Arrange events as to
- space order
- line order
- both space and time
order
8.2 Number events in a story read
8.3 Arrange words alphabetically
based on the first and second
letter
9. Perceive relationship
9.1 Identify cause effect
relationship
9.2 Identify and use language
clues that signify cause-effect
relationship
e.g. because, as a result
LISTENING
9. Make inferences
- Infer traits of characters based on
what they do or say in a story
listened to
SPEAKING
10. Use expressions to show
location
READING
11. Infer
WRITING
15
ENGLISH GRADE IV
LISTENING
1. Distinguish rising and falling
intonation
SPEAKING
READING
WRITING
1. Use
- words with stressed and
unstressed syllables in sentences
2.
16
LISTENING
SPEAKING
4. Ask and answer questions about
oneself/others/pictures
use because, so that, in order
READING
use context clues
synonyms, antonyms,
homonyms
6. Organize ideas
6.1 Classify related
ideas/concepts under
proper heading
6.2 Give a heading or title for
texts read
6.3 Identify sub-heading for a
given heading
WRITING
17
LISTENING
SPEAKING
READING
6.4 Outline a two-paragraph
passage
6.5 Outline a story read
6.6 Use the outline as a guide
in retelling or summarizing
the story
WRITING
7. Sequence events/ideas
7.1 Sequence the major
events/ideas in a selection
7.2 Arrange a set of given
events in logical order to
make a story
e.g. time order
space order
both space and time order
7. Write essays
- arrange paragraphs according to
order of time/events and location
9.
8. Perceive relationship
8.1 Identify statements/events
that show cause-effect
relationship
8.2 Give cause-effect relationship in
paragraph/passages read
8.3 Use the word because/so
that to identify statements
that show cause-effect
9. Predict outcomes
9.1 Give an appropriate ending
to a given situation and
give justification for such
ending
10. Infer
10.1 character traits from a
selection read
18
LISTENING
14. Evaluate ideas and make
judgments on oral texts presented
orally
14.1 Distinguish between
fact and opinion
SPEAKING
13. Talk about topics of interest in 56 sentences
READING
12. Evaluate ideas and make
judgments
12.1 Tell whether an action or
event is reality or fantasy
12.2 Distinguish between fact
or opinion
12.3 Compare and contrast text
information with prior
knowledge
12.4 Evaluate the likelihood
that a story could really
happen
12.5 Determine an authors
perspective on the
central topic
19
WRITING
11. Write paragraphs
- Descriptive
- Narrative
12. Write diaries and journals
13. Write summary of story read
- fable
- fairy tale
ENGLISH GRADE V
LISTENING
1. Distinguish changes in
meaning in sentences
caused by shift in
intonation
e.g. Shes coming.
(plain statement)
Shes coming?
(for confirmation)
1.1 Distinguish changes in meaning
of words caused by stress shift
e.g. Please recrd (verb) the
test result in the class rcord
(noun)
SPEAKING
1. Increase ones speaking vocabulary
1.1 Pronounce words putting stress
on the correct syllable
1.2 Use the correct intonation for
statements and questions
1.3 Use courteous expressions in
conducting a club meeting
READING
1. Decode meaning of unfamiliar
words
1.1 Decode words in stories
using structural analysis
1.1.1 words with affixes
- prefixes and suffixes
1.2 Identify the different
information given to a
word in a dictionary
- syllabication
- stress marks
- multiple meaning of
words.
1.3 Use synonyms and
antonyms
20
WRITING
1. Write the correct spelling of words
learned in listening, speaking and
reading
LISTENING
SPEAKING
READING
7. Use pronouns
7.1 Demonstrative (who, where,
etc.)
7.2 Reflexive (myself, herself, etc.)
7.3 Ask and answer questions
about oneself/others
No + negative (No, Im not.)
rejoinder
- Yes + positive rejoinder
(Yes, I am.)
- positive stem + negative
stem
Its a puppy, isnt it.
- negative stem + positive tag
5. Organize ideas
5.1 Identify the major
ideas/concept in a selection
5.2 Organize the key sentence
and supporting details into
an outline
5.3 Make a two-point outline of a 2
to 3 paragraphs
7. Perceive relationship
give possible causes to a
given effect and possible
effects to a given cause
8. Give justification to a
possible ending to a story
heard
8. Predict outcomes
8.1 Give possible endings to a
selection
8.2 Give an appropriate ending to a
selection
9. Infer
- traits of character
- the general mood of
expression in a selection
- how the story would turn out if
some episodes were changed
9. Write
- descriptive paragraph
- letters of invitation/request
- telegrams
- announcements
WRITING
6. Write a 2-point sentence outline
LISTENING
11. Report accurately
information heard
SPEAKING
READING
22
WRITING
11. Write reported statements in
paragraph form
11.1 direct discourse to indirect
12. Write different texts
Narrative
Description
Appointments
Advertisements
ENGLISH GRADE VI
LISTENING
1. Distinguish changes in meaning of
sentences caused by stress
e.g. This is your dress.
(Its yours.)
This is your dress.
SPEAKING
1. Increase ones 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
READING
1. Decode meaning of unfamiliar
words using
- structural analysis
- words with affixes
prefixes and suffixes
- the dictionary
words with multiple meanings
- context clues
WRITING
1. Write a composition showing
- introduction
- body
- conclusion
2.
LISTENING
SPEAKING
READING
6. Organize ideas
6.1 Make a heading/sub-heading
for paragraphs in a selection
6.2 Identify the key concept/
sentence that make up the story
6.3 Identify the details, heading for
an outline
6.4 Make a three-point outline of
an expository text read
7. Perceive relationship
8. Make inferences
8.1 Infer the mood of certain
events through the
speakers actions/
intentions/utterances
simple
simple subject with compound
predicate
compound subject and simple
predicate
simple subject and compound
predicate
compound predicate and
compound subject
compound
using connectors and and but
complex
dependent and independent
clause
WRITING
6. Write reported statements in a
story form
6.1 Change statements,
questions, requests and
commands to reported
sentences
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
9. Infer
- traits of character
- the general mood of the
selection
- how the story would turn out if
some episodes were changed
- alternative actions taken by
characters
- alternative actions taken by
characters
24
LISTENING
SPEAKING
9. Use adjectives
9.1 Use descriptive words and
phrases
- too + adj. + nominal
e.g. too short for
- adjective + enough
e.g. old enough
- two-word adjective
e.g. two-story building
9.2 degree of comparison of
irregular adjectives
9.3 adjectives in series
10. Use adverbs
- degrees of comparison of
adverbs
- words that can function as
adjective /adverb
11. Use direct and indirect discourse
12. Talk about topics of interest
- use a variety of sentences
- preposition and prepositional
phrases
READING
WRITING
25
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