Beruflich Dokumente
Kultur Dokumente
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
Learning Strand 1
COMMUNICATION SKILLS: ENGLISH
May 2019
LEARNING STRAND 1: COMMUNICATION SKILLS-ENGLISH
The main thrust of Learning Strand (LS) 1, English is Communication Skills which seeks to develop the ability of out-of-school youth and adults to
access, critically process, and effectively use available information in a variety of media so as to:
function effectively as a member of the family, community, nation, and the world; and
participate actively in community and economic development.
Learning Strand 1 involves the five macro skills namely, listening purposively and critically; speaking clearly and appropriately; reading to process
and critically use information from a wide range of written materials and other forms of media, expressing one’s ideas and feelings clearly and effectively in
writing, and viewing to demonstrate critical understanding and interpretation of visual media.
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The Learning Strand 1, English of the ALS K to 12 Basic Education Curriculum (ALS K to 12 BEC) was designed to develop communication skills of the
learners in the Basic Literacy, Elementary, and Junior High School levels in the Alternative Learning System (ALS). To fully realize this goal, the learners who are
out-of-school children, youth, and adults (OSCYA) should manifest the ability to access, critically process, and effectively use available information in a variety of
media for effective and active participation of the learners as members of the family, community, nation, and the world towards community and economic
development.
The development of communication skills among ALS learners involves mastery of the five macro skills which are listening, spe aking, reading,
writing, and viewing. With consideration to the content and performance standards set for the 21 st century learners, the competencies and skills to be
developed in this learning strand are arranged from the simplest to the most complex lessons or topics in English. The gradual progression in scope and
difficulty of the competencies will help the learners develop self-confidence in using their communication skills at every level. In this endeavor, it is quite
significant that as beneficiaries of this curriculum guide, the learners would be able to express their ideas and feelings clearly and effectively in both oral and
written forms.
As users of this curriculum guide, ALS facilitators and administrators should effectively utilize it for the intended purpose . The learning competencies
were provided based on the apparent needs and expectations to the learners in the 21 st century. These competencies must be developed among ALS
learners hence, it is imperative that each of these competencies be developed and observed at the e nd of specified period or level. This material was
developed to serve as a guide to every learning facilitator in determining the competencies to be taught to the learners at e very level. However, the learning
facilitators should fully understand that this curriculum guide for LS1 is not the only tool to realize the goals and objectives of every learning competency.
Careful preparation and creativity of the learning facilitators (Mobile Teachers, DALSCs, and Instructional Managers) in plan ning the lesson are highly
encouraged to ensure that the learning competencies will be mastered by the learners. Administrators implementing the ALS K t o 12 Basic Education
Curriculum play a very crucial role in the realization of the goal of this curriculum by ensuring tha t its implementation is consistently followed and monitored
according to the set principles of teaching and learning.
Therefore, strict adherence to the guidelines in implementing ALS K to 12 Basic Education Curriculum particularly Learning St rand 1 is of great
importance for the learning facilitators. Consistent monitoring of the curriculum and mentoring the ALS facilitators would be a sure way and effective
approach to producing lifelong learners and functional citizens of the nation.
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Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
Page 4 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
conversations LS1CS/EN-L-PSA-BL-2 √
• Telephone calls √
Page 5 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
LS1CS/EN-L-
4
• Formal and informal discussions of
√ √
people in the market place, etc.
PSA-LE/AE-4
LS1CS/EN-L-PSA-
• Radio and television ads √
AE-4
Page 6 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
LS1CS/EN-L-PSA-LE-
5.1 Listen to short stories/poems EN1LC-IIIa-j-1.1 √
5.1
LS1CS/EN-L-PSA- AE-
5.1.2 Identify the elements of literary texts √
EN5LC-Id- 2.17.3 5.1.2
EN6WC-IIf-2.2.5
EN8G-IIh-9
Page 7 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
EN4RC-IIIc-36 EN5G-
LS1CS/EN-L-PSA- AE-
IVg-1.9.2 √
5.1.7 Identify the problem and solution 5.1.7
EN1LC-IIIa-j-1.1
MT1LC-Ie-f-3.1
MT1RC-IIId-3.1
EN2LC-IIIa-j-1.1
MT2RC-Ic-3.1 √ √ √
5.1.8 Infer the character’s feelings and traits
MT2LC-Iic-3.1
LS1CS/EN-L-PSA-
EN3LC-Ia-j-2.8
BL/LE/AE-5.1.8
EN3LC-IVa-j-2.8
MT3RC-Ii-i-3.3
EN4RC-IId-29
Page 8 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
LLKLC-00-12
LS1CS/EN-L-PSA-
MT1LC-IIe-5.1
LE/AE-5.1.9
EN2LC-Ia-j-1.1
MT2LC-Ih-i-5.1
LLKLC-Ig-4
MT1LC-Ih-i-6.1 √ √
EN2LC-Ia-j-1.1
LS1CS/EN-L-PSA-
5.1.10 Relate story events to one’s experience MT3RC-IIe-6.1 LE/AE-5.1.10
EN4OL-IIe-1.1
EN1LC-IIIa-j- 1.1
Page 9 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
LS1CS/EN-L-PSA-
EN2LC-IIIa-j-1.1 √ √
BL/LE-5.1.11
5.1.11 Retell a story listened to
MT3RC-IIi-8.1
EN1LC-IIIa-j-1.1
Discuss, illustrate, dramatize specific LS1CS/EN-L-PSA-
5.1.12 √ √
events BL/LE-5.1.12
EN2LC-IIa-j-1.1
MT1RC-IVa-1.2
MT1LC-IVa-b-1.2
EN2LC-IIIh-3.1 √
MT2RC-IVa-2.11
MT3LC-IIIa-1.2.1
EN1LC-IVa-j-3.12
MT2RC-IVb-c- √ √
Page 10 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
LS1CS/EN-L-PSA-
5.2.1 Give one’s reaction to an event or issue 2.2.1
BL/LE-5.2.1
MT3RC-IVb-c- 2.2.1
LS1CS/EN-L-PSA- BL-
5.2.2 √
Infer important details EN1LC-IVa-j-2.8 5.2.2
EN1LC-IVa-j-2.7
LS1CS/EN-L-PSA- BL-
√
5.2.3 Sequence events when appropriate 5.2.3
MT1LC-IIIc-d-9.1
LS1CS/EN-L-PSA-
√ √
5.3.2 Listen to formal and informal discussions AE/LJHS-5.3.2
LS1CS/EN-L-PSA- AE-
Use indirect speech to clarify the √ √
5.3.3 5.3.3
speaker’s ideas
Page 11 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
LS1CS/EN-L-PSA- LE-
Religious leaders’ sermons, homilies, and
5.4 5.4
preaching
LS1CS/EN-L-PSA-
Relate the messages from the text
5.4.2 AE/LJHS-5.4.2 √ √
listened to on your own life experiences
5.5 Announcements
LS1CS/EN-L-PSA-
Note important details from the √ √
5.5.1 EN4SS-IVb-16 LE/AE-5.5.1
announcement heard
Page 12 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
EN2LC-Ia-j-1.1
LS1CS/EN-L-PSA- LE-
EN2LC-IIa-j-1.1 √
5.6.1 Listen to a variety of media including 5.6.1
books, audiotapes, videos, and other
age-appropriate publications
EN2LC-IIIa-j-1.1
EN1LC-Iva-j-2.1
MT1RC-Iva-1.2
Note important details pertaining to LS1CS/EN-L-PSA-
MT1LC-Iva-b-1.2
character, setting, and events BL/LE-5.6.1.2
5.6.1.2 EN2LC-IIIh-3.1 √ √
EN2LC-IIIa-j-1.1
MT2RC-IVa-2.11
MT3LC-IIIa-1.2.1
Page 13 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
LLKLC-00-7
EN2RC-IVc-3.1.3
LLKLC-Ig-8
LS1CS/EN-L-PSA-
Identify the speaker in the variety of EN1LC-IIIa-j- 1.1 √ √
5.6.1.4 BL/LE-5.6.1.4
media
EN2LC-IIIa-j-1.1
EN1LC-IIIa-j- 1.1
MT1LC-IIc-d-4.2
EN2LC-IIIa-j-1.1
5.6.1.5 Identify cause and/or effect of events
EN3RC-IIIa 2.7.1 √ √ √ √
EN4RC-IVh-2.16
LS1CS/EN-L-PSA-
EN5G-IVe-1.9.1
BL/LE/AE/
Page 14 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
EN5WC-IIc-2.2.5 LJHS-5.6.1.5
EN6WC-IIf-2.2.5
EN8G-IIh-9
LLKLC-Ig-8
LS1CS/EN-L-PSA-
EN1LC-IIIa-j- 1.1 √ √
BL/LE-5.6.1.6
MT3RC-Ii-i-3.3
Page 15 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
EN1LC-IIIa-j- 1.1
LS1CS/EN-L-PSA-
MT1RC-IIIg-h-6.1 √ √
BL/LE-5.6.1.7
5.6.1.7
Predict possible ending of story heard EN2LC-IIIa-j-1.1
MT3RC-IIc-d-5.1
LS1CS/EN-L-PSA- LE-
5.6.1.8 Describe the setting of the story EN3RC-Ic-e-2.1 √
5.6.1.8
EN1LC-IIIa-j- 1.1
√ √
LS1CS/EN-L-PSA-
5.6.1.9 Retell a story listened to
BL/AE-5.6.1.9
EN2LC-IIIa-j-1.1
Page 16 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
LS1CS/EN-L-PSA-
Sequence a series of events viewed/ √ √
5.7.1 AE/LJHS-5.7.1
listened to
LS1CS/EN-L-PSA-
Identify important details in expository √
5.8.1 EN10LC-Ia-11.1 AJHS-5.8.1
text listened to
5.8.2 EN4LC-IIi-23
Page 17 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
LS1CS/EN-L-PSA-
EN5LC-IIIa- 2.10 √ √
AE/LJHS-5.8.2
Recognize the difference between
“made-up” and “real” texts listened to in
order to distinguish fact from opinion
EN7RC-IIIh-2.13
EN6LC-IIIc- 3.1.12
LS1CS/EN-L-PSA-
Detect biases and propaganda devices √ √
5.8.3 AE/LJHS-5.8.3
used by speakers
EN8RC-IIIb-12.1
Page 18 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
Show an understanding of
phrases/conversations containing some
√ √
familiar and unfamiliar vocabulary in the
language being acquired
● understanding conversations
containing some familiar
√ √
LS1CS/EN-L-PSA-
and unfamiliar vocabulary
BL/LE-6
6
● understanding conversations to
√ √
recount details
Page 19 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
√ √ √
7 radio and TV programs, ads, newscasts;
talk shows, soap opera, movies; do-it-
yourself tasks such as games, recipes, AE/LJHS/AJHS-7
and projects)
LS1CS/EN-L-PSA
Determine the purpose of the oral √ √ √
7.1
message AE/LJHS/AJHS-7.1
LS1CS/EN-L-PSA- BL-
√
7.2 Infer important details EN1LC-IVa-j-2.8 7.2
LS1CS/EN-L-PSA-
Relate the oral message to one’s √ √ √
7.3 AE/LJHS/AJHS-7.3
experience
Page 20 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
Page 21 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
newscast √
11 LS1CS/EN-L-PSA-
radio broadcast EN5OL-IVe-4
AE-11
weather forecast
Page 22 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
• traveling to a destination
Page 23 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
LS1CS/EN-L-PSA-
gender issues √ √
LJHS/AJHS-14
• substance abuse
• prices of commodities
• bullying
• Philippine tourism
• K to 12 / Grades 11–12
Page 24 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
Use everyday expressions correctly in LLKOL-Ia-1 √ √
appropriate situations: LLKVPD-Ia-13
• Introductions (e.g., talk about EN1OL-IIIa-e-1.5
1 one’s personal
information) MT1OL-IIb-c-3.1
• Greetings (e.g., How do you do, LS1CS/EN-S-PSB-
EN2OL-Ia-e-1.5
How are you, Hi, and Hello) BL/LE/AE/LJHS-1
• Leaving (e.g., Goodbye, May I
leave for a while, and May I leave now?) √
• Inviting someone (e.g., Will you
join us, Ana?) √
• Expressing apology (e.g., I’m
sorry that…), gratitude/appreciation
• Seeking directions (e.g., How EN9G-IVc-23 √
can I get to…)
• Asking for help (e.g., Can I ask
your assistance…)
• Query and clarification (e.g.,
May I know…)
• Express permission, obligation, and
prohibition
Page 25 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
EN1OL-IIIa-e-1.5
EN1OL-IIIg-h-3.2 √ √
3 Ask and answer questions correctly
EN1OL-IVf-1.17.2
EN2LC-IIc-2.1
LS1CS/EN-S- PSB-
EN2LC-IIh-i-2.1
BL/LE-3
EN3OL-IIa-b-1.17.2
F1PN-IIIa-1.3
Ask and correctly answer questions LS1CS/EN-S-PSB-
F1PN-IIa- 3
using W-H markers in the responding to BL/LE-3.1
F1PN-IVh-3
current issues and everyday inquiries
EN1OL-IIIa-e-1.5
3.1
√ √
Page 26 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
Page 27 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
Page 28 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
Identify ways to simplify
questions/statements (rephrasing,
repeating, etc.)
3.9 • ―As I understand it… EN6OL-IIa-3.7
LS1CS/EN-S- PSB-
• ―What you’re saying is… EN6OL-IIb-3.7
AE/LJHS-3.9
• ―To summarize… EN6OL-IIc-3.7 √ √
LS1CS/EN-S- PSB-
3.11 Formulate short replies EN7G-IV-h-6.1 √ √
AE/LJHS-3.11
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
On recreation
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
Page 31 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
Extending/accepting an
invitation
Buying/shopping
Page 32 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
• asking permission
LS1CS/EN-S- PSB-
• making requests EN5G-IIIa-1.8.3 √
AE/LJHS-12
12
• following and giving directions
• giving information √
• explaining
• expressing opinions/emotions
• making assertions
LS1CS/EN-S-
12.1
Use simple sentence EN4G-IVg-23 PSB-LE/AE-12.1 √ √
LS1CS/EN-S-
12.2 Use compound sentence EN4G-IVi-25 √
PSB-AE-12.2
LS1CS/EN-S-
12.3 Use complex sentence EN6SS-IVj-1.10 √ √
PSB-AE/LJHS-12.3
Page 33 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
LS1CS/EN-S-
12.4 Use compound-complex sentence EN6SS-IVj-1.10 √ √
PSB-LJHS-12.4
PSB-AE/LJHS-
• Simple sentence construction EN7G-Ia-11
13
• Simple tenses
LS1CS/EN-S-
14 Use verbals EN9G-IIIa-21
PSB-AE/LJHS-14 √ √
Page 34 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
LS1CS/EN-S-
- It has numerous beautiful beaches. √ √
19 PSB-AE/LJHS-19
Page 35 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
LS1CS/EN-S-
22 Share observation/ opinions with others PSB-LJHS/AJHS-22 √ √
LS1CS/EN-S- PSB-
23.1
Pronounce words properly LE/AELJHS/AJHS-18.1 √ √ √ √
LS1CS/EN-S- PSB-
23.2
LE/AE/LJHS-23.2
Pause at the right time within
sentences and paragraphs
Page 36 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
LS1CS/EN-S- PSB-
EN1OL-IIIe-1.5.5
• Use appropriate words in expressing AE/LJHS-23.3
√
ideas and feelings
EN2OL-Ia-e-1.5
23.3
Page 37 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
LS1CS/EN-S-
Recognize some expressions appropriate
PSB-AE/LJHS/AJHS- √
in opening a discourse
23.4
Page 38 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
LS1CS/EN-S-
24 Use reflexive and intensive pronouns EN10G-Ia-27 √
PSB-LJHS-24 √
LS1CS/EN-S-
26 Use the progressive tenses correctly in PSB-AE/LJHS-26 √ √
varied contexts
LS1CS/EN-S-
27 Use appropriate strategies to keep a
PSB-LJHS/AJHS-27 √ √
discussion going
LS1CS/EN-S-
28 Use appropriate language in expressing PSB-AE/LJHS-28 √ √
ideas and feelings
EN7G-III-c-2
Page 39 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
Page 40 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
Page 41 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
/Use appropriate idiomatic expressions
and figurative language to describe
people, places, events, and situations
(used in context)
• Idiomatic expressions
(e.g.,pain in the neck, this is
my bread and butter) √
• Proverbs (e.g., A stitch in time LS1CS/EN-S-
MT3VCD-IVf-h-
saves nine, An PSB-LJHS-38
ounce of prevention is better than a
pound of cure) Figurative language such 3.6
38 as:
• Simile: e.g., The moon looks
like a lamp in the air.
• Metaphor: e.g., The moon
was a ghostly
galleon tossed upon cloudy seas.
LS1CS/EN-S- PSB-
39 Explain a constructive oral feedback √
LJHS-39
Page 42 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
LS1CS/EN-S- PSB-
39.4 Give constructive oral feedback √
LJHS-39.4
LS1CS/EN-S-PSB-
40 Use words to express evaluation EN9G-IVh-24
LJHS/AJHS-40 √ √
Page 43 of 52
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
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Performance Standard A: View attentively and critically a wide range of multimedia materials in English to be able to function effectively as a member of the
family, the community, the nation, and the world, and to participate in community and economic development.
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(Gr.9-
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8)
10)
Infer thoughts, feelings, and intentions LS1CS/EN-V- PSC-
2 in the material viewed EN9VC-Ia-3.8 AE/LJHS -2 √ √
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(Gr.9-
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8)
10)
Determine images/ideas that are EN5VC-IIa-7
explicitly used to influence viewers EN5VC-IIa7.1 LS1CS/EN-V-
10 √ √
(stereotypes, points of view, EN5VC-IIa7.2 PSC-AE/LJHS-10
propaganda) EN5VC-IIa7.3
• Urban or rural √
13
LS1CS/EN-V-
• Affluent or poor EN6VC-Ii3.3.4
PSC-AE-13
• Past, present, futuristic
LS1CS/EN-V-
14 Infer the target audience EN5VC-IIIe3.7 PSC-AE-14 √
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Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(Gr.9-
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8)
10)
LS1CS/EN-V-
15 Infer purpose of the visual media EN5VC-IIIf3.8 PSC-AE-15 √
EN6VC-IIIa6.1 LS1CS/EN-V-
Identify real or make-believe, and fact or
16 PSC-AE-16 √
non-fact images EN6VC-IIIa6.2
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(Gr.9-
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8)
10)
LS1CS/EN-V-
Recognize the effect of multimedia PSC-
23 √ √ √ √
materials on one’s own life LE/AE/LJHS/AJHS-23
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
LS1CS/EN-R-PSD-
BL/LE-1 √
Identify the letters of the alphabet LLKAK-Ih-3 √
Identify common sight words in a
1 paragraph. MT1PWR-IIIa-i-7.1
name MT1PWR-IVa-i-7.1
address MT2PWR-IVa-c-7.7
one-syllable words such as: EN2PWR-IIIi-j-12
LS1CS/EN-R-PSD-
go, stop, fish and farm EN3F-IVa-j-1.8 BL/LE-2 √
2
EN3F-IIIe-f-1.8
EN3PWR-Ib-d-19.1
√
LS1CS/EN-R- PSD-
BL/LE-3
3
Read aloud the sound of each letter LLKAK-Ih-7 √ √
MT1PWR-IVa-i-7.1
LS1CS/EN-R- PSD-
Recognize common sight words / DOLCH MT2PWR-IIIa-c-7.7 BL/LE-4 √ √
4 EN3PWR-Ib-d-19.1
LS1CS/EN-R- PSD-BL-
5 √
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
LS1CS/EN-R-PSD-
BL/LE-1 √
LS1CS/EN-R- PSD-BL-
EN1G-Ivf-j-5 6 √
6
LS1CS/EN-R- PSD-
LE/AE-7
8
√
LS1CS/EN-R- PSD-LE-
9
Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
LS1CS/EN-R-PSD-
BL/LE-1 √
EN3G-Ic-1.3
LS1CS/EN-R- PSD-
BL/LE-11.1
EN3G-Ia-1.1
LS1CS/EN-R- PSD-LE-
Recognize simple sentences EN1G-IIIb-1.4 11.2 √ √
11
EN2G-Ib-c-1.4
EN1G-IIIc-1.3; EN1G-
IIId-1.3; ENG1G-IIIe-
1.3
LS1CS/EN-R- PSD-LE-
Recognize telling and asking sentences 11.3 √
Recognize simple, compound, complex, LS1CS/EN-R- PSD-LS-
and compound- complex sentences 11.4
EN6SS-IVc-1.10 √
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Code BL EL JHS
No. Learning Competency K to 12 ALS LJHS AJHS
(K-G1) (Gr.2-3) (Gr.2-4) (Gr.7-8) (Gr.9-10)
LS1CS/EN-R-PSD-
BL/LE-1 √
EN6SS-IVa-1.8
12
EN6G-IVb-1.9
Recognize punctuation marks (period, LS1CS/EN-R- PSD-LE-
question mark, exclamation point) 12
EN2G-IIIc-1.6 √
LS1CS/EN-R-PSC-BL-
LLKSS-00-3 13
-immediate needs
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