Introduction to Basic Competencies

FOLLOWING are recommended grade-level goals and competencies for grades 4-6 in the English Program. As before, each goal and com-petency is explained and correlated in terms of behavioral objectives, concepts and under-standings, values and attitudes, skills, activities, and assessment instruments.
    The goals and competen-cies represent an evolutionary order, taking into consideration the interests, needs and ability levels of these older students. However, teachers should be aware of individual differences in prior knowledge and aptitudes in particular classrooms and, when selecting activities, should work gradually and carefully with students for whom the acquisition of English skills and concepts within the broad grade-level spectrum is still relatively difficult. It should he borne in mind that for the sake of help-ful reinforcement for such students, some competencies and activities in the grades 1-3 range are repeated here.
On the other hand, for Gifted and Talented students in English the curriculum may be enriched by adding activities and competencies for grade 7 or above.
it is important to remem-ber that the Whole Language philosophy that permeates the English Program encourages teachers to be creative, and enables them to realize goals and objectives through thematic focuses that integrate different subject matters and involve students constantly in their own learning.
 
 
 
AREA
COMPETENCY
CONCEPTS
LANGUAGE FUNCTIONS
ACTITUDES
I. AUDITORY COMPREHENSION 

Comprehend the main idea of a message heard 
 
 
 
 
 
 
 
 
 

* an oral message is interpreted according to the listener's experience 

* we acquire language by hearing and understanding it 

* Comprehensible input is a requisite for auditory Comprehension 
 
 
 
 
 

* listen for instructions 

* listen to get the meaning/main idea of a simple Short Story 

* recall auditory sequence 

* react to verbal instructions 

* follow directions, understand and respond to questions 
 

* awareness of the existence of a language different from our own 

* develop a positive attitude towards the English language 

* derive enjoyment in  listening to English sonys, radio, and TV programs 

* develop learner's awareness of their capacity and potential for learning English

II. ORAL COMMUNICATION 

Students will engage in oral exchange of ideas. 
 
 
 
 
 
 
 
 
 
 
 
 

* language is a means of expressing ideas and feelings 

* oral language permits social interaction and exchange of ideas and feelings 
 
 
 
 
 
 
 
 
 
 

* greeting and identifying people 

* asking for and giving information/directions 

* identifying  

* describing  

* making oral reports 

*dramatizing 

*role playing 

*telling to story 

*creating dialogues

* develop a positive attitude towards the English language 

* willingness to communicate with other 

* willingness to risk experimenting with language to communicate ideas and 
feelings 
 
 
 
 
 
 
 

III. READING 
 COMPREHENSION/ 
 LITERARYAPPRECIATION 

To use reading as a process of obtaining meaning by reacting to the written content with critical 
thinking, appreciation or disapproval and functional application 
 
 
 
 
 
 
 

* reading is an active language  thinking process 

*children bring their experience, knowledge and feeling to reading 

*past experiences or schema help facilitate learning 
 
 
 
 
 
 
 
 

*identify and recall details 

*summarize most important ideas/actions 

*infer cause and effect 

* identify main idea/action 

* compare/contrast/ 
classify 

* draw conclusions 

* distinguish reality/fantasy 

* predict outcomes 
 

*recognize through readings that there are universal values across cultures 

*reading is a means of increasing knowledge and acquiring experience 

*identify common experiences of the human condition, experiences of the human condition, ex. love, generosity 
 
 
 
 
 

IV. WRITTEN  COMMUNICATION 

Transmit messages through writing 
 
 
 
 
 
 
 
 
 
 
 

*language expresses thought 

*words convey meaning 

*writing is a thinking process which helps us organize our thoughts  
 
 
 
 
 
 
 
 

*use of writing conventions 

* write sentences and dialogues 

*write a descriptive paragraph about himself 

 write journal entries 

* write cooperative stories 

* keep a learning log 
 
 

*satisfaction and pride in preparing neat written work  

*willingness to express ideas in writing 

*awareness of the need for communicating through writing for academic as well as personal reasons 

*appreciation of the innate capacity of all human beings to generate ideas and to write

V. CULTURAL AWARENESS 

Understand and accept 
similarities and differences 
between our culture and other cultures 
 
 

*multicultural awareness grows from concrete, positive personal experiences 

*body language or nonverhal communication is culturally based 
 

*congratulating 

*offering consolation 

*socializing and taking turns when speaking 
 
 
 

*Willingness to learn about the history and culture of the United States and other countries to understand cultural similarities and differences 
 
 
 
 
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