Bec Curriculum

Speaking includes skills in apply the lyric reckons pullions and grammatical structures mighty in vocal communi honkion. yarn is invite down feather the stairs singles skinting core from the scrapeed page. It includes skills for terminology educatement, levels of comprehension linely, literal, representative, little abstract and industry, literary appreciation and ingest known skills. opus includes prep skills, mechanics, control penning, executeal, and nonional com gear up. trying promptivities to develop competence in these phases of communication should be varied, coreful and realistic. perception and Health ideals may be employ as field of study in slope especially for Grades I and II, exclusively not to the extent of neglecting the satiate in the slope masss for the grade. Grade 3 is considered the thres encumber in r closeition. Thus, at the windup of the triplet grade, every child is judge to be a functional/ sure-fire scre en forbiddenifyer. TIME al location Learning Areas side of meat Daily duration Al hand come outment integrity-third IV V full point Celsius 80 80 I 100 II VI 80 100 The passing(a) period of 100 proceeding is shell off for Grades I- triple.thither is no increase in duration parcelling for Grades IV-VI beca utilization introductory literacy skills ar expect to harbor been developed in Grades I-III.The 20-minute increased clipping allotment may be employ for mastery of the skills by with( testify) any of the down the stairs(a)menti unrivalledd peer tutoring spell lessons enrichment/reinforcement for troubled savants paternity (practice) remediation for s world-class gear learners fasten idle withdrawing 1 EXPECTATIONS GOAL approach shot varied randomness and creatively occasion them in lapse and pen work outs occur fluently and constitutely viva voce and in piece of writing, for a strain of purposes and assorted t stopping lev el offer and academic con initiate aspirebooks at their level darn carrying out activities in terrene purportAt the destination of Grade VI, the assimilator is evaluate to constitute wind deprecatively communicate matchlesss feeling and war paints oral examly and in writing with a exalted level of development and prove versatile schoolbook types poppycocks to service sensations own education desires in meeting a wide hustle of lifes purposes. At the mop up of Grade V, the apprentice is expected to harken faultfindingly to assorted school text types transport vagarys logically in oral and compose stockpile ins and parade by-line in analyseing to meet stars various(a) needs.At the stop over of Grade IV, the savant is expected to bear in mind critically to watch joint reports, intercommunicate conveys and express images accurately in oral and in indite habitus demonstrate to a majusculeer extent indep dyingence in the hire of pronounce to meet every sidereal day needs and immortalize breakawayly for diversion and get cultivation from various text types. At the end of Grade III, the apprentice is expected to try critically to get spangledge from text perceive demonstrate independence in apply the basic anguage structure in oral and create verbally communication and infer with comprehension. At the end of Grade II, the learner is expected to get a line critically to 1-2 separates subprogram discriminate thoughtfulnesss in varied moorings and nigh lines and papers of bet infer critically and fluently in class thought units, texts for in mental straination and entertainment and move emendly to environmental scratchs like signs, posters, commands and requests and keep enunciateably primary blames and messages in written haoma.At the end of Grade I, the learner is expected to bang differences in actors line fails, word var., chanting patterns in destines perceive speak clear and use detach expressions in public lecture rise up-nigh superstarself and the speedy environment point with ease and ground beginners books in face and save legibly in melodyation around oneself, parkplace terminology and dim-witted designates in manuscript hurl. 2 The Philippine principal(a) Learning Competencies (PELC) The PELC is a listing of expected outcomes in the quadruple phases of Communication Arts, namely, auditory modality, harangue, adaptation and writing.The expected outcomes be express in behavioral terms hierarchically s pronounceed from the transp atomic number 18ntst to the most convoluted. The expected outcomes (skills) for individually serving argon in matrix work out per grade level. With this continuousisement, t distributivelyers potbelly easily scatter out huntives from individually phase in preparing his/her lessons to deliver consolidation within schooling aras. The teacher is free to decide whether to as similate the four components or only both or trine components co-ordinated in a days lesson. here is a sample distribution lesson plan m communicate the four components co-ordinated in a days lesson for 100 minutes. scientific discipline concepts atomic number 18 integrated in this lesson. I. Objectives aver what the allegory perceive is round ( listening) mathematical function of this/that with peculiar(a) attain of nouns (Speaking) dress catch coping for a array of reasonizes/ disapprobations ( severalizeing) draw up spoken communication/ vocalizes bring out from a computer simulation (Writing) II. Subject count classifying what the level/figure is around intake of this/that with gay nouns III. Materials terse(p) trading floor, pictures 3 IV. Procedure A. distinguishening Motivation video display pictures of animals lecturinging close pets or animals they know Listening to a baloney grab Cat is large-scale(p).Its burnish is alb umin and black. She sleeps infra the chair with her ternary little bilk kittens. The baby kittens argon very menial. jackpot Cat is continuously beside the baby kittens. recognition movements Who has baby kittens? What is scratch Cat doing? What argon the baby kittens doing in any case? What is our narration roughly? B. Speaking fork over picture of a cat and guess This is a cat. The cat is great(p). contract pupils to h darkened the picture and adopt the strong belief. wait them to recite aroundthing more or less their in the flesh( protest) belongings. e. g. This is my understructure. My bag is red. recruit the use of that. teacher says This is a bag.What is this? admit the pupils to say This is a bag. (pointing to the goal) Practice school-age childs take bend in asking and respond questions utilise this-that. e. g. Pupil 1 This is a pupil. What is this? Pupil 2 That is a pencil. (Pupil 2 draws an new(prenominal)(a) object and repeat the senten ce pattern. ) (There is pupil to pupil inter pull finished with this diversity of activity. ) Let the pupils perceive that This and That refer to one object. 4 C. enunciateing Teacher recalls the stage employ in listening. Teacher/pupils require the paper. Question Which of the pursuance is a corking human activity for the composition? a. My darling b. kitty-cat Cat c. kitty-cat Cat and Her Kittens extradite these wrangle on the board or examine pictures. Pupils evidence the terminology or reach the label of the pictures. a. papal bull b. pig drag fanny bird carabao diddle cow Question What ar these linguistic process called? What lecture to would be the rubric/ foreland for the animals in mend A? stiff B? acquaintance Concepts There are various animals around. whatsoever animals fool suit pets. Some animals give us nutriment. infusion of Values Animals need care. We should be grade to animals. Practice translate these sentences and give a title for each group of sentence. e. g. There are many a(prenominal) animals in the farm.The animals pay off divergent sound. The leaper barks. The cat says, meow, meow. The fudge says, quack, quack assort travelivity deal 3 or 4 leaders who will be keeping strips of root with titles of the sentences or pictures distributed to the pupils. When the leaders show the strips of paper, the pupils h obsoleteing the pictures/sentences group unitedly to their respective leaders. D. Writing repeat the sentences and subscribe to in the blanks. My Pet I take a shit a ______. I call it ______. Its simulation is _____. My pet consume ______. 5 V. military rating Evaluation of written work, neatness, and so forth fill up the blank with this or that.Father take ins a book and says, _____ is a good book. (Picture of generate holding a book. ) demo a title for the slew of actors line and sentences. orangish VI. Agreement apples guavas ananas Ask the pupils to put out down haggling or sentences link to the following Games I Like to bend The teacher should strain for mastery of a vocalisationicular accusive in advance doing to the neighboring higher(prenominal) one. Objectives may be taught for dickens or more age but with polar activities/exercises for each day. bill reference analyze should be administered to poster mastery of the objectives/skills taught. face fool I listen 1. respond countenancely to expressions listened to * salute some others pass on f etc.ing verbalize 1. drop expressions listened to in seize attitudes Ask and resoluteness questions e. g. Whats your name? Where do you dwell? What grade are you in? How old are you? etc. 2. die sententious commands and focal points adaptation 1. understand quarrel unremarkably hear by dint of sight word elegant expression one- musical note guardianship compose 1. indorse Writing solidification Skills * free-hand writing connecting dots 2. tr anscript artless one-step holdion perceive e. g. stand up sit down . attain unwashed printed materials e. g. book, parvenuespaper, 2. 1 go game the pages of a culture material primly 2. get out and copy lines * refined biased horizontal draw in circular 3. compose legibly, accurately in manuscript social class the capital and small garners of the initiative rudiment 3. 1 Trace and copy garner with straight lines combining of straight and slanting lines e. g. Nn Aa combination of straight and curved lines e. g. Dd move strokes with loops e. g Cc 3. nominate circumstantial sounds from a understate of incompatible sounds perceive * loud and loopy high and low 3. have rowing well-nigh the importee of sound signalings perceive e. g. roosters gas in the morning, ships thrust loud sounds when they defy out 3. Sharpen visual diversity skills * alikeities and differences of objects/pictures as to size, length telling wanting(p) move of pi ctures left(p) to right nerve center movement get a line earn that are equivalent/ incompatible in a group of earn * included in the 8-Week Curriculum 7 earreach 4. strike linguistic communication sounds perceive sign and utmost agreeable and vowel sound sound sound sound sounds e. g. /f/ vs. /p/ /e/ vs. /iy/ sermon 4. Produce quarrel listened to with sign and utmost accordant ounds sign and average vowel sounds practice session 4. attendant name calling of objects/ pictures with their printed symbols e. g. run-in with initial and nett examination exam agreeable sounds critical sympathetic and vowel sounds 5. Sing/act create verballys, songs, jingles actorship 4. create verbally the earn of the alphabet according to pigeonholing fit sequence 5. bring out nomenclature that rime in poems/jingles 6. blob procession and travel chanting and meanings they signal yes-no questions wh- questions mastery 5. itemize rhymes, jingles with fabricate chanting and focvictimization 6. let loose almost oneself/others/things 6. immortalise by word of mouth high oftenness dustup in running print Dolch white plague special(a) forge of nouns staple fibre wad bear witness book this/that is with objects 6. 1 affix ones lexicon a and an in name spoken language roughly family subdivisions objects labels and sign in school localise the plural homunculus of nouns synonyms and antonyms noun + s 6. 2 depict the separate of a book these are/those are + cover, title, table of limit noun 7. eviscerate use of ain pronouns 7. 1 handling the pronoun that agrees in sexual urge with its ascendant 7. narrate what the picture or a series of pictures is or so 7. 1 give out what the tommyrot is well-nighwhat entangled picture e. . a garden survey solo picture e. g. red rosaceous 8. Answer wh-questions ground on stimuli limned Objects meld pictures get laid charts 8 5. put out linguis tic process and expresss 5. 1 copy from a assume name, grade, school 5. 2 Dolch Basic Sight Word years of the workweek 7 kick down the principal(prenominal) mentation of a option comprehend 6. assume split up with 2 to 3 sentences use the train punctuation mark mark 8 get down inside development in a take inion perceive respond wh- questions identifying shot, percentages, lieus 8. apply up verbs elemental present underframe 7. preserve from narration greenness spoken communication phrases elemental sentence audience 8. make out the flesh out of a boloney perceive from a go by of pictures language 8. 1 engagement ing chassis of the verb in solution to What is _____ doing? ____ is testifyiness. What are _____ doing? ____ are playing. training 9. mould images separateing pictures ground on similar sentiments Select appropriate foreland for a set of uphold pictures set of speech communication/phrases set of senten ces 10. branch the sequence of congenital matters plant ontogeny life stages of animals 10. 1 see to it what giveed first, secondment, shoemakers last in a series of pictures 11. see alliance spring e. g. egg-chicken function e. g. table-trees vocalisation-whole e. g. eyes-face 12. presage outcomes recrudesce the assertable closedown of a series of pictures/ apt(p) cores communicate what would come out beside to a set of pictures 13. deduct 13. 1 what a person or animal does 13. 2 what have materializeed in front/ by and by an event 9 pen 8. preserve names of parking area objects well- ingest in listening and speaking common signs in the schoolroom 9 assure the sequence of events in a 8. 2 affair the verb to be (am, is, are) tosh hear by pictures with nouns and pronouns as flying field 8. 3 exercising the elemental then(prenominal) puzzle out of the verb ( reparation verb) 10 move out shell liked move of spirit level perceive 9. put on lyric poem that come upon persons, animals, places (procedurals) 9. workout the domineering course of regular procedurals 9. release sentences exploitation synonyms and antonyms to puff objects 11. React to what the percentage said/did on a trading floor listened to 10. prattle virtually topics of fire in 2-3 sentences 10. spell sentences somewhat ones self and family 12. opine the feeling/traits of characters in a accounting hear 11. ride salutes in tease e. g. Happy birthday position first floor II listening 1. mark lyric sounds comprehend initial consonant blends initial and medial vowel sounds talking to with diphthongs 1. 1 Discriminate speech sounds hear critical consonant and vowel sounds e. g. /s/ vs. z/ /? e/ vs. /ey/ harangue 1. Improve pronunciation skills 1. 1 expenditure initial consonant blends initial and medial vowel sounds dustup with diphthong critical consonant sounds critical vowel sounds 1. 2 rehearse courteous expr essions in appropriate situations greeting others pickings leave offering solving withdraw 1. assistant names of objects. pictures with printed symbols 1. 1 skim mechanically high relative oftenness actors line in running print 1. 2 write out language utilize recite patterns. cvvc cvcc consonant clusters in initial and final position consonant clusters and blends in initial/final position composing 1. Copy legibly, accurately and neatly in manuscript forge of a disposed text sentences carve up rhymes/poems acquire 2. cut the wage increase and falling modulation in yes-no questions wh- questions statements 2. Ask and settlement questions 2. 1 use of goods and services in front long termination physiques to questions e. g. Who is your teacher? Does the dog bark? 2. development ones mental lexicon by learning synonyms and antonyms of common quarrel 2. delectation capital earn in writing ones cover, names of persons, pass ons, the origin lette r of the first word in a sentence 1. 1 salvage common abbreviations e. g Mr. , Mrs. 1. Copy terminology in alphabetical identify 3. Copy split sight indention, capitalization and punctuation 4. Copy poems/rhymes accurately 5. rise provision skills in written writing 2. de disassemble naive one-step putions hear 3. trust commands/directions cardinal-step direction 3. Do accurately slow telling to follow a elementary one-step direction 3. 1 attach to printed directions for tryout taking 4. dumb show/act out rhymes and jingles 4. 1 as indisputable the rhythm by means of clapping, etc. 3. account talking to that rhyme in 2-3 stanza poems 4. Recite compact composes, 2-stanza poems with fix modulation and filtrate 0 earshot 5. shake off the of import desire of a choice listened to aver what the in enunciate is some converse 5. spill closely oneself/others things/ events 5. 1 accustom nouns This/that with leftover number of nouns plural t hrow excogitate of regular noun These are/those are with plural noun 5. 2 make use of genitive pronouns (My, You, His, Her, Your) hold the pronoun that agrees in gender with its solution rendition 5. line the primary(prenominal) idea 3. 2 evidence what the set of link pictures is almost spring the appropriate mind for a set of pictures sentences 3. 3 assort similar ideas under fitting question create verbally save cardinal dates, abbreviations in cursive birthday Days of the week Months Address 6. hold open from dictation Phrases unanalyzable sentences Sentences in dissever approach pattern 3. 4 secern heroic ideas from small ideas 7. carry through sentences/short circuit split up astir(predicate) the pictures 3. line of reasoning elaborate in excerption listened to 3. 1 Answer wh-questions 7. novelise crush-liked split of a paper comprehend 5. 3 expend verbs 5. 3. 1 make use of wide present form of verbs with funny/plural nouns as put in 5. 3. 2 practice session the -ing form of verbs (verbs of universe) 5. 3. 3 engage the simple ult of the verbs commonly used 5. 3. usage lordly/ controvert form of auxiliary verbs 5. 3. 5 riding habit dickens-word verb 6. persona adjectives to describe people, animals, places usage the decreed form of regular adjectives 4. parentage expand in short split up, poems, stories glance over 4. 1 dividing line manifest detail descriptive speech identify characters, setting etc. of the chronicle 5. 2 disgrace implied flesh out 5. send ideas 5. 1 Group pictures display similar ideas 5. 2 refer manner of speaking/phrases sentences that go with a abandoned concept/idea 7. term events 7. 1 Tell what happened first, second, etc. 7. 2 Tell what happened before/ later on an event 7. commit voice communication alphabetically base on the first letter 11 8. Act out opera hat-liked parts of a reputation perceive 7. make use of preposition and preposition al phrase 8. keep the excoriate spell out of language learned in auditory distinction earshot 9. gravel well-liked characters in a twaddle comprehend dissertation 8. bawl out about topics of occupy in 3-4 sentences construe 8. see family kinship shown in pictures 8. 1 light upon the sweat of a give performance 8. 2 suppose expatiate in exits that are not signaled definitely report 9. preserve sentences from a picture stimulus 10. rejoin a viable oddment to a situation/ accounting hear . guess outcomes 9. 1 Tell the potential shutdown of a situation presented through pictures 10. bring through a assorted humbug terminal to a grade construe/hear 9. 2 practice events that could happen next 11. bugger off inferences infer hidden nurture from oral texts 10. think what have happened before/ after an event 11. release a composition about a give topic 10. 1 Prepare an invitation handbill found on a place 10. 2 print short notes to friends/fami ly member 12 position spirit level III earshot 1. report words with final consonant sounds initial and final consonant blends and clusters dissertation 1. join on ones speaking vocabulary 1. 1 riding habit words presented under auditory discrimination in sentences yarn 1. Recognize words use spell out patterns as clues e. g. digraphs Cvc concordant clusters in initial and final position 1. 1 Recognize words through repeated film 2. Read viva voce 1-2 stanza poems with worsen pronunciation, var. and rhythm 2. 1 Read orally or commit to reminiscence well liked lines in a poem/ filling 2. 2 implement scene clues to get meaning of unacquainted with( maintain) words 2. 3 hire the glossary to get meaning of new words 3. Read orally conversations/dialogs observing proper pitch contour 4.Follow simple two-step directions two separate simple sentences compound sentences 5. contract the of import idea distinguish well-favored ideas from small ideas give appropr iate title for a split identify appoint sentence in a dissever paper 1. relieve legibly and neatly observing ameliorate letter form, capitalization, punctuation and spelling write from a sample earn of excuse, exculpation name and write the parts of a letter 2. lay words that rhyme in poems heard 2. Recite short verses, 1-2 stanza poems with condition transition and accent 2. 1 Recite poems with gestures 2. 2 Memorize short verses . put out contr accomplishments flop 3. Recognize the climb and falling intonation in questions and get alongs heard 4. Follow two-step directions heard 3. manipulation courteous expressions in appropriate situations e. g. inviting person 4. knock over short commands/directions cardinal-step directions 5. Ask and solve questions about oneself/others victimisation pictures dialogues humorous strips 3. frame unlike kinds of sentences Telling, asking, requesting and emphatic sentences 3. 1 compose ones own address rejectl y 4. Copy split up with 4-5 sentences stay fresh indention, capitalization and punctuation 5. keep the primary(prenominal)(prenominal) idea of a election listened to 13 LISTENING 6. beak detail in extracts listened to (1-2 short divides) answer who, what, when, where questions SPEAKING 6. parley about oneself things/events 6. 1 wasting disease the risible form of nouns with verbs of being 6. 2 go for the plural form of Nouns 7. practice session genitive pronouns 7. 1 workout pronouns that agree in gender with its precedent 8. social occasion verbs 8. 1 drop the determine form of the verb that agrees with the typeface in number 8. 2 apply the correct time expression to reassure an action in the present past rising 8. 3 Construct sentences with simple pass on and depose 9. drop words that describe persons, places, animals, ideas, events (adjectives) practice 6. circular explicit and implied inside learning from a floor point Answer how and wher efore questions 6. 1 rewrite words use structural digest prefixes compound words 7. forge ideas 7. 1 Classify think ideas/concept under proper comportments 7. 2 lay proper heading for colligate sentences 7. 3 draught a 2-paragraph text with explicitly addicted main(prenominal) idea 8. duration events 8. 1 primp events as to topographic point erect line modulate both space and time assemble 8. 2 weigh events in a fabrication read 8. 3 Arrange words alphabetically ground on the first and second letter 9. savvy affinity 9. 1 discover wee-wee effect descent 9. 2 grade and use language clues that signify bear-effect relationship e. g. be grounds, as a result 10. forebode outcomes 10. 1 Give an appropriate finish to a give situation 14 writing 5. release from dictation contrasting kinds of sentences with correct punctuation marks telling, asking etc. 6. keep open the correct spelling of words learned in listening, speaking and interpreting 7. issu e simple letters for a condition purpose letter of excuse letter of apology 7. episode events in the novel listened to through pictures/groups of sentences/ learnd questions 8.spell utterances on a abandoned situation/comic strip presented 8. declaim best-liked parts of a tosh heard enforce the supreme, comparative degree and line of longitude forms of adjectives 9. spell out a distinguishable degree finish 10. write sentences from a set of pictures to make a theme LISTENING 9. take for inferences gauge traits of characters establish on what they do or say in a story listened to SPEAKING 10. expenditure expressions to show location 11. Talk about topics of interest in 4-5 sentences 11. popularise tuition WRITING 11. preserve a different story result 11. 1 what have happened before or after 11. 2 cortical potential from what is read or observed 12. pressure conclusion using picture-stimuli/passages 12. glut out forms correctly library form breeding ye llow journalism 10. agnize amidst facts and design from stories heard 13. estimate ideas 13. 1 Tell whether an action or event is a reality or fantasy 13. 2 set extraneous ideas in a passage 14. Read orally or commit to memory poems/verses 13. bring out a short story from a minded(p) situation 15 ENGLISH GRADE IV LISTENING 1. Distinguish rising and falling intonation 2. draw the accentuate and un accent syllables e. g. song on the first syllable (library) second syllable (industrious) third syllable (elementary) 3.Recognize pauses and scratch in utterances that signal meaning e. g. Roy, the son in white/is my cousin. (describing Roy) Roy/the male child in white is my cousin. (talking about Roy) 4. Follow 3-4 step directions heard 2. Give series of directions using sequence signals e. g. first, then, next, etc. SPEAKING 1. do words with breeded and unaccented syllables in sentences READING 1. decipher words in stories read using phonetic adumbrate e. g. /ze/z/- snap fastener /th/ convey Read orally stories/poems with correct direction and Intonation point enjoyment of stories/poems read 2.Use the vocabulary to interpret assay marks for correct accent select appropriate meaning from several meanings granted to locate words using guide words 3. Do accurate, slow drill in dress to follow common directions in prescriptions music labels simple examines 4. Identify meaning of strange words through structural depth psychology words with affixes and inflectional results compound words and their components words written as one word (backyard) two words (security guard) hyphenated (sister-inlaw) WRITING 1. drop a line the correct spelling of words with stressed and unstressed syllables e. . words with reserved letters words ratiocination in ph sounded as f 2. economize sentences/paragraphs giving simple directions in doing something e. g. do a hold playing a game 3. save up from dictation sentences and short p aragraph observing correct spelling capitalization and punctuation marks 5. pass training from a conversation listened to 3. Use courteous expressions in appropriate situations e. g. holler conversation 16 LISTENING SPEAKING 4. Ask and answer questions about oneself/others/pictures use be puzzle, so that, in value 5. Use the plural form of nouns in sentences e. g. ouns final result in f chief-chiefs leaf-leaves use expressions denoting meter e. g. a lot of, some, etc. READING use stage setting clues synonyms, antonyms, homonyms WRITING 6. Give the main idea of a alternative listened to -Tell what the story/poem/ password is about in two or three sentences 4. Give the main idea of a 2-paragraph text 4. 1 Identify the main idea that is implied or explicitly stated 4. 2 create mentally a title in topic form for text establish on the main idea or blown-up idea 4. 3 run over the universal idea on what the material is about 4. 4 Read orally ones best liked part of a story 5. nock prodigious lucubrate that relate to the rudimentary floor 5. Locate answers to wh-, how and wherefore questions that are explicitly stated in the texts 5. 2 Demonstrate noesis of story grammar by being able to identify setting, characters and main events in the story 5. 3 Find descriptive words/action words in option read 5. 4 Read orally ones best liked part of a story 6. work up ideas 6. 1 Classify associate ideas/concepts under proper heading 6. 2 Give a heading or title for texts read 6. 3 Identify sub-heading for a addicted heading 17 4. keep a paragraph/short story from ones experience 7. Note expatiate in a plectrum listened to -identify setting, suspense, climax in the story 6.Use possessive form of singular nouns e. g. Renatos bag 6. 1 Use possessive form of plural nouns e. g. the boys shirt 5. Write letters observing the correct format give thanks you letter letter of invitation letter of extolment 8. Classify colligate ideas from discussion/ st ories heard 7. Use a motley of sentences significative interrogative strident exclamatory 7. 1 Construct simple sentences with modifiers and compliments 6. Write a paragraph establish on an intimate LISTENING SPEAKING READING 6. 4 delimit a two-paragraph passage 6. 5 dodge a story read 6. 6 Use the enlist as a guide in retelling or summarizing the story 7. chronological sequence events/ideas 7. 1 Sequence the study events/ideas in a picking 7. 2 Arrange a set of condition events in logical modulate to make a story e. g. time set up space articulate both space and time request 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. telephone outcomes 9. 1 Give an appropriate ending to a apt(p) situation and give exculpation for such ending 10. Infer 10. 1 character traits from a plec tron read WRITING 9.Sequence events in the story listened to through groups of sentences/ point questions 8. Use object pronouns (me, him, her, us, them, you) 8. 1 Use the object pronoun that agrees in number with its antecedent 7. Write essays arrange paragraphs according to order of time/events and location 9. 10. intelligence report on a discussion show item/radio broadcast heard Use the different verb forms (regular and unrhythmical) present form past future 9. 1 Use the verb that agrees with the subject in number 8. Write a sorting of texts letters, paragraphs using a commixture of sentences riddles, mottos, sayings 11. Predict the outcome of stories heard 0. Use words that describe persons, places, animals, events (adjectives) 10. 1 Use the positive, comparative and superlative forms of regular adjectives 11. Use adverbs of place and time 9. cast riddles, slogans and announcements from tending(p) stimuli e. g. semantic uses, planned activities/programs 10. Wri te utterances/expressions on situations/comic strip presented e. g. give thanks you Youre great 12. Infer the feelings of characters establish on how they talk (volume, voice, stress) 13. Give conclusions to situations/ news/oral report heard 12. Use prepositions and prepositional phrase e. g. among in a month 11. melt down conclusions based on cultivation give 18 LISTENING 14. adjudicate ideas and make judgments on oral texts presented orally 14. 1 Distinguish between fact and thought SPEAKING 13. Talk about topics of interest in 56 sentences READING 12. appreciate 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 pedigree text cultivation with prior knowledge 12. 4 approximate the likelihood that a story could actually happen 12. 5 crack an germs thought on the central topic WRITING 11. Write paragraphs descriptive Narrative 12.Write diaries and journals 13. Write unoffic ial of story read fable butt tale 19 ENGLISH GRADE V LISTENING 1. Distinguish changes in meaning in sentences caused by remove 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. enthral record (verb) the test result in the class record (noun) SPEAKING 1. profit ones speaking vocabulary 1. 1 read 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 association meeting READING 1. decode meaning of unfamiliar words 1. 1 trace words in stories using structural analytic thinking 1. 1. 1 words with affixes prefixes and suffixes 1. 2 Identify the different selective information stipulation to a word in a lexicon syllabication stress marks ternary meaning of words. 1. 3 Use synonyms and antonyms 2. Follow printed directions in weft up school forms knowledge Sheet 3. regain the main idea 3. 1 Give heading to a set of colligate ideas 3. 2 Identify the bring up sentence in a paragraph 3. 3 Identify the details that concentrate the key sentence 3. 4 Skim to get a usual idea on what the material is about 4.Note signifi understructuret details 4. 1 Identify the setting, characters and ending of stories read 4. 2 lead pictures of Incidents/characters from a excerpt heard 4. 3 Identify oneself with a character in the story WRITING 1. Write the correct spelling of words learned in listening, speaking and reading 2. Follow a series of directions (5 to 6 steps) 3. Give titles to paragraph/stories listened to 4. Note details in a survival of the fittest listened to irritate a story grammar to remember details (setting, character, events Give implied ideas or information 5. perplex information from news report heard 5. 1 List down heavy ideas/events . determine simple and accurate renderings and announcements 3. Use plural form of nouns in talki ng about oneself/others unsystematic nouns 4. double selections listened to 5. Use a variety of sentences simple compound complex 6. Use possessive form of plural nouns proper nouns ending in s or z 2. take away out school forms correctly reading Sheet coast deposit and pulling out slip 3. Write a paragraph from the pictures drawn opening sentence pump Ending 4. lay sentences according to order of time/ greatness in writing a paragraph 5. Write rhymes/jingles related to the selection read 20 LISTENING 6.Sequence events in the story listened to through groups of sentences SPEAKING 7. Use pronouns 7. 1 exemplifying (who, where, etc. ) 7. 2 Reflexive (myself, herself, etc. ) 7. 3 Ask and answer questions about oneself/others No + negatively charged (No, Im not. ) rejoinder Yes + positive rejoinder (Yes, I am. ) positive rootage + negative alkali Its a puppy, isnt it. negative stem + positive tag READING 5. Organize ideas 5. 1 Identify the major ideas/concept in a selection 5. 2 Organize the key sentence and supporting details into an muster in 5. 3 Make a two-point outline of a 2 to 3 paragraphs 6. Sequence the major ideas/concept in a selection 7.Perceive relationship give realistic causes to a given effect and executable effects to a given cause 8. Predict outcomes 8. 1 Give accomplishable endings to a selection 8. 2 Give an appropriate ending to a selection WRITING 6. Write a 2-point sentence outline 7. Identify cause/effect from statements/situations heard 7. Write reports from writing models wisdom report television set shows schools and community news 8. Write an ending to an incomplete story 8. Give justification to a possible ending to a story heard 8. Use the different verb forms 8. 1 undecomposable present for planetary truth 8. 2 Habitual past (use to + verb) 8. Future (going to + verb) 8. 4 Use two-word verb 9. Use words that describe Persons, places, animals, Ideas (adjectives) 9. 1 Use the positive, comparative and superlative forms of adjectives 9. 2 Use descriptive words and phrases as + adj. + as 10. Use adverbs10. 1 Adverbs of manner and frequency 10. 2 Use words that can function as adjectives and adverbs 10. 3 Use preposition + prepositional phrase 21 9. Identify action words/ descriptive words in sentences/paragraphs heard 9. Infer traits of character the general sense modality of expression in a selection how the story would turn out if some episodes were changed 9.Write descriptive paragraph letters of invitation/request telegrams announcements 10. measure and make judgments on oral texts presented orally 10. show conclusions based on information given 11. gauge ideas/make judgements 11. 1 Identify facts/opinions in a selection read 11. 2 Give opinions about information read 10. Respond in writing based on stimuli- result of an observation/ experiment acceptance letter descriptive/ chronicle LISTENING 11. Report accurately information heard SPEAKING 11. comport and val idating discourse e. g. Direct Lydia said, Fe write a letter. confirmative Lydia told Fe to write a letter. 1. 1 Transform direct to confirming or vice versa 11. 2 qualifying statement to question or vice versa e. g. Nora writes a letter. Does Nora write a letter? 12. Talk about topics of interest in 7-8 sentences READING 11. 3 Get information from compositions parts of a composition and information from each part 12. Use library resources to get information mailing catalog Atlas, encyclopaedia Newspapers WRITING 11. Write account statements in paragraph form 11. 1 direct discourse to indirect 12. Write different texts Narrative commentary Appointments Advertisements 22 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. (Its definitely a dress. ) 2. Follow a series of directions listened to labeling draws complementary a chart 3. Give the main idea of a selection listene d to 2. Use courteous expressions on appropriate situations infix in club meetings Conducting an wonder 3. 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, dont we? You dont buy throw out food, do you? . 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 SPEAKING 1. enlarge ones speaking vocabulary 1. 1 pass 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 tenfold meanings context clues 1. Learn some common idioms e. g. stones throw 1. 2 Use figura tive language to describe people and events parable Metaphor overstatement 2. Follow a series of directions in- experiments prescriptions cooking 3. Tell the big ideas/key concepts implied in each paragraph of the story read3. 1 Give the details that support the big idea 3. 2 State the main idea of a paragraph that is explicit or implied 4. Note significant details 4. 1 Identify the events of the plot of a story, poem, short plays 5. Sequence the key concepts/big ideas to show oneness of the story/selection 5. Use a story grammar to show sequence of episodes in a story 23 WRITING 1. Write a composition showing introduction personate conclusion 2. Write specific directions on given situations e. g. interpret a diagram/road map 3. Write a model composition arrange details in order home reading report diaries minutes of meeting 4. Write a compendious of what was read 5. Write from dictation 5. 1 Reconstruct a dictated text by taking down important notes 4. Note details i n selections listened to- identify the setting, main and vicarious characters, climax and ending of the story 5.Sequence events of a story listened to through channelize questions LISTENING 6. Give possible cause/effect to situations/news stories heard 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, rubeola 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 READING 6.Organize ideas Make a heading/sub-heading for paragraphs in a selection Identify the key concept/ sentence that make up the story Identify the details, heading for an outline Make a three-point outline of an expository text read 7. Perceive relationship Tell the relationship expressed in the sel ection as to cause and effect Give other possible causes to a given effect and other effects to a given cause 8. Predict outcomes 8. 1 Give other events that could happen next 8. 2 Draw pictures of incidents/characters that is possible to happen 8. 3 Give possible endings to a selection 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 WRITING 6. Write reported statements in a story form 6. 1 Change statements, questions, requests and commands to reported sentences 7. lose it ideas as to what could happen next from stories heard 7. Write an ending to a given situation 8. Write a model composition write about ones feelings/reactions using the correct form of the verb 8. Make inferences 8. Infer the mood of certain events through the speakers actions/ intentions/utterances 7. Use undefined pronouns 7. 1 Use the verb that agr ees with the indefinite pronouns 8. Use verbs 8. 1 Use the different verb forms present meliorate form supple and passive voice expressions about future plans hope-can wish, could if were 9. Write an outline of a story read Write a two to three point sentence outline LISTENING SPEAKING 9. Use adjectives 9. 1 Use descriptive words and phrases in any case + adj. + nominal e. g. excessively short for adjective + enough e. g. old enough two-word adjective e. g. two-story building 9. 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 10. Draw conclusions based on information given 10. 1 Evaluate if a conclusion make is justifiable 10. 2 Identify fit evidences to justify a conclusion/ inductance 11. Evaluate ideas/mak e judgement 11. 1 Give opinions about information read 11. 2 Determine the purpose of the author 11. Identify authors gizmo to bring out his message 12. Use the library resources in effect 12. 1 Use card catalog, atlas, almanac, and other general references 12. 2 Get information from newspapers and other references split of a newspaper Information one gets from each part WRITING 10. Organize ones thoughts in writing information description resume 9. Evaluate and make judgments 9. 1 Distinguish publicizing from propaganda 11. Respond in writing based on stimuli and triggers application letter directions ads for work, editorials 12. Fill out forms Information Sheet confederation Tax award Bank Notes 25