This document provides guidelines for using "a" versus "an" before words in the English language. It states that "an" should be used before words that start with a vowel sound (a, e, i, o, u), while "a" should be used before words that start with a consonant sound. It then provides examples of applying these rules for various nouns that start with different letters or sounds.
This document discusses different occupations such as taxi driver, pilot, cook, nurse, doctor, police officer, teacher, student, and farmer. It provides sentences to practice asking and answering questions about people's occupations using phrases like "Who is she/he?" and "Are you a _____?". The purpose is to learn new vocabulary words for occupations and practice common sentence structures for talking about people's jobs.
The document lists various everyday items and presents sentence patterns to practice asking and answering questions about what items people have. It encourages learning new vocabulary words for common objects like keys, brushes, comic books, and more. It then provides examples of questions using these target words and prompts the reader to fill in "Yes" or "No" responses as practice.
This document discusses different occupations such as using a computer, climbing a ladder, driving a taxi, and flying a plane. It then reviews words for various jobs like nurse, doctor, cook, taxi driver, police officer, teacher, farmer, student, pilots, office workers, engineers, firefighters, students, dentists, and teachers. The document concludes with examples of sentence patterns asking who someone is and if they have a particular occupation, with responses answering the questions.
This document provides an introduction to the basic elements of music, which are used to describe and analyze all music. It lists and defines the core elements as dynamics, rhythm/meter, pitch/melody/harmony, instrumentation/timbre, texture, tempo, structure/form, and context. Each element is concisely defined. Dynamics refer to volume, rhythm is the arrangement of notes in time, pitch involves the highness or lowness of sounds, melody is a recognizable tune, harmony uses chords, instrumentation indicates the instruments used, texture describes layers, tempo is the speed, structure shows how a piece is organized, and context provides background on when and why a piece was created.
The document is a worksheet that asks students to identify common classroom objects like paper clips, clocks, calendars, pictures, windows, doors, pencils, pencil sharpeners, and workbooks. For each object, the worksheet asks "What are these?" and provides answer lines for students to write the name of the object. It then asks a series of yes or no questions to test if students can correctly identify whether examples are the named objects or not.
The document describes a daily classroom activity where students learn to identify common objects. They are shown pictures of objects like a window, pencil sharpener, workbook, and asked "What's this?" to identify the item. They then practice identifying whether examples are particular objects or not, such as identifying whether something is a calendar, pencil sharpener, picture, or paper clip. The purpose is to teach students to recognize basic classroom objects.
The document lists various items including a key, candy bar, comic book, comb, coin, brush, tissue, and watch. It then provides sentences to practice asking and answering questions about what items someone has using yes or no responses. The document encourages learning new words and having conversations by asking what someone has and getting a response about the item.
This document provides guidelines for using "a" versus "an" before words in the English language. It states that "an" should be used before words that start with a vowel sound (a, e, i, o, u), while "a" should be used before words that start with a consonant sound. It then provides examples of applying these rules for various nouns that start with different letters or sounds.
This document discusses different occupations such as taxi driver, pilot, cook, nurse, doctor, police officer, teacher, student, and farmer. It provides sentences to practice asking and answering questions about people's occupations using phrases like "Who is she/he?" and "Are you a _____?". The purpose is to learn new vocabulary words for occupations and practice common sentence structures for talking about people's jobs.
The document lists various everyday items and presents sentence patterns to practice asking and answering questions about what items people have. It encourages learning new vocabulary words for common objects like keys, brushes, comic books, and more. It then provides examples of questions using these target words and prompts the reader to fill in "Yes" or "No" responses as practice.
This document discusses different occupations such as using a computer, climbing a ladder, driving a taxi, and flying a plane. It then reviews words for various jobs like nurse, doctor, cook, taxi driver, police officer, teacher, farmer, student, pilots, office workers, engineers, firefighters, students, dentists, and teachers. The document concludes with examples of sentence patterns asking who someone is and if they have a particular occupation, with responses answering the questions.
This document provides an introduction to the basic elements of music, which are used to describe and analyze all music. It lists and defines the core elements as dynamics, rhythm/meter, pitch/melody/harmony, instrumentation/timbre, texture, tempo, structure/form, and context. Each element is concisely defined. Dynamics refer to volume, rhythm is the arrangement of notes in time, pitch involves the highness or lowness of sounds, melody is a recognizable tune, harmony uses chords, instrumentation indicates the instruments used, texture describes layers, tempo is the speed, structure shows how a piece is organized, and context provides background on when and why a piece was created.
The document is a worksheet that asks students to identify common classroom objects like paper clips, clocks, calendars, pictures, windows, doors, pencils, pencil sharpeners, and workbooks. For each object, the worksheet asks "What are these?" and provides answer lines for students to write the name of the object. It then asks a series of yes or no questions to test if students can correctly identify whether examples are the named objects or not.
The document describes a daily classroom activity where students learn to identify common objects. They are shown pictures of objects like a window, pencil sharpener, workbook, and asked "What's this?" to identify the item. They then practice identifying whether examples are particular objects or not, such as identifying whether something is a calendar, pencil sharpener, picture, or paper clip. The purpose is to teach students to recognize basic classroom objects.
The document lists various items including a key, candy bar, comic book, comb, coin, brush, tissue, and watch. It then provides sentences to practice asking and answering questions about what items someone has using yes or no responses. The document encourages learning new words and having conversations by asking what someone has and getting a response about the item.
Super Typhoon Haiyan struck the Philippines in 2013, killing over 7,000 people. A student named Berto lost his home and parents in the storm surge, then faced bullying at his new school. Teachers responded by giving a presentation about storm preparedness and the impacts of disasters to address bullying of students affected by the typhoon.
A group of friends visit every Sunday and sometimes have dance parties where Grandma dances in a funny way. Grandpa is too big to join them on their boat. They thank the website for the story.
The document describes a child going on various outings throughout the day, including going to the zoo, beach, and top. It then imagines flying to the moon before going to bed for the night. The story follows a repetitive structure of riding or going around up and down to different locations like the zoo, beach, and moon. It concludes with the child going to bed for the night.
The document discusses the abilities needed to analyze and adapt Philippine literary texts, including identifying the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to contemporary eras, as well as representative texts and authors from each region through methods like oral history research focusing on key figures from students' local areas.
Super Typhoon Haiyan struck the Philippines in 2013, killing over 7,000 people. A student named Berto lost his home and parents in the storm surge, then faced bullying at his new school. Teachers responded by giving a presentation about storm preparedness and the impacts of disasters to address bullying of students affected by the typhoon.
A group of friends visit every Sunday and sometimes have dance parties where Grandma dances in a funny way. Grandpa is too big to join them on their boat. They thank the website for the story.
The document describes a child going on various outings throughout the day, including going to the zoo, beach, and top. It then imagines flying to the moon before going to bed for the night. The story follows a repetitive structure of riding or going around up and down to different locations like the zoo, beach, and moon. It concludes with the child going to bed for the night.
The document discusses the abilities needed to analyze and adapt Philippine literary texts, including identifying the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to contemporary eras, as well as representative texts and authors from each region through methods like oral history research focusing on key figures from students' local areas.
14. Sa Babaye Nga Naghubo Didto Sa Baybayon Sa Obong
Renee Estella Amper
15. Nahitimbakuwas ang akong panan-aw
sa kalit nga pagdailos
sa imong patadyong
daw ang labtik sa pasol
tadlas nianang nag-ugdo nga kabilin
diha sa puti mong dughan.
Kaayong pagkaladlad
sa duha ka biyoos, nanuyhakaw
diha sa kabuntagon.
16. Kaayong ikinto ibabaw sa akong balikhaw!
Kaayong isinggit paghinay!
Kaayong ikapakapa sa hilom!
Kay samtang nagpanglingi ka
kon wa bay nakaambit sa imong pagpabaya,
nagbingkil ang mga dahon,
gitukmod sa lunhaw ang laya
aron motipon sa yuta;
nasaag ang huyohoy,
miong-ong ang akong mga mata
ilalom sa gamot sa kahoy;
17. midailos pagsamot ang patadyong
napasapasa ang imong kanindot,
gisapnay ka sa mga balud,
gisapupo ka sa tinubdan
sa kahayag ug anino,
gitinguha ka sa mga lusay
aron himoong gapasan
sa ilang alimungaw,
18. gihulad kang way kaindig
sa mga tinguha sa daman ug damgo,
ang imong pusod garbo sa Ludabi,
ang imong kiaykiay lunsayng Sugboanon;
gipasangil ko sa langit
ang akong himaya
kay sa paghagtos sa pasol,
gibinlan mog taga ang akong
kasingkasing.
27. Nahitimbakuwas ang akong panan-aw
sa kalit nga pagdailos
sa imong patadyong
daw ang labtik sa pasol
tadlas nianang nag-ugdo nga kabilin
diha sa puti mong dughan.
Kaayong pagkaladlad
sa duha ka biyoos, nanuyhakaw
diha sa kabuntagon.
28. Kaayong ikinto ibabaw sa akong balikhaw!
Kaayong isinggit paghinay!
Kaayong ikapakapa sa hilom!
Kay samtang nagpanglingi ka
kon wa bay nakaambit sa imong pagpabaya,
nagbingkil ang mga dahon,
gitukmod sa lunhaw ang laya
aron motipon sa yuta;
nasaag ang huyohoy,
miong-ong ang akong mga mata
ilalom sa gamot sa kahoy;
29. midailos pagsamot ang patadyong
napasapasa ang imong kanindot,
gisapnay ka sa mga balud,
gisapupo ka sa tinubdan
sa kahayag ug anino,
gitinguha ka sa mga lusay
aron himoong gapasan
sa ilang alimungaw,
30. gihulad kang way kaindig
sa mga tinguha sa daman ug damgo,
ang imong pusod garbo sa Ludabi,
ang imong kiaykiay lunsayng Sugboanon;
gipasangil ko sa langit
ang akong himaya
kay sa paghagtos sa pasol,
gibinlan mog taga ang akong
kasingkasing.
44. 1. Imagine you are a blogger. Your content is
about “Saan aabot ang 500 pesos mo sa Cebu”
1. Write an essay aiming to convince the reader
to visit the places featured in the song
highlighting how you maximize the experience
with 500 pesos as the pot money. Write in a
long bond paper.
2. Don’t forget the basic parts of your essay:
Introduction(Claim/proposition/Stand),
Body(evidence), Conclusion.