The document provides examples of changing direct speech to reported speech and vice versa. It also contains exercises to identify whether sentences are in the active or passive voice, and to convert between active and passive voice where needed. For the direct to reported speech conversions, quotation marks are removed or added and pronouns and verbs are changed to reflect the different perspective. The active/passive voice questions require determining whether the subject performs or receives the action.
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginag
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginagamit sa pahayag. Ito ang paggamit ng panghalip na tumutukoy sa mga nauna o nahuling pangalan
Ginagamit ito upang maiwasan ang paulit ulit na paggamit ng pangngalan o salitang ginag
Pagbibigay ng Kahulugan sa mga Salita Fil 4.pptxEllaBrita3
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(F4PT-Ig-1.4)
2.Nakasusulat ng liham na nagbabahagi ng karanasan/pangyayari sa nabasang kuwento. (F4PU-Ia-2)
a document about questions regarding florante at Laura intended for grade 7 students of lindawan national high school for the school year 2021-2022, intended for all high school or junior high school
This module provides various activities that will help you develop your
reading comprehension and know-how on providing textual evidence to general
statements.
At the end of this module, you are expected to:
• read intensively to find answers to specific questions;
• identify key ideas and its supporting details; and
• cite evidence to support general ideas.
Pagbibigay ng Kahulugan sa mga Salita Fil 4.pptxEllaBrita3
Pagbibigay ng Kahulugan sa Salita sa aralin sa Filipino 4. Layunin1.Naibibigay ang kahulugan ng salita ayon sa: kasingkahulugan, kasalungat, gamit ng pahiwatig (context clues), at diksyunaryong kahulugan
(F4PT-Ig-1.4)
2.Nakasusulat ng liham na nagbabahagi ng karanasan/pangyayari sa nabasang kuwento. (F4PU-Ia-2)
a document about questions regarding florante at Laura intended for grade 7 students of lindawan national high school for the school year 2021-2022, intended for all high school or junior high school
This module provides various activities that will help you develop your
reading comprehension and know-how on providing textual evidence to general
statements.
At the end of this module, you are expected to:
• read intensively to find answers to specific questions;
• identify key ideas and its supporting details; and
• cite evidence to support general ideas.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Observe the statements
Pare Crispin
“We hauled the ipil trees,”
the farmer said.
Mang Cesar
Pare Crispin said that they
hauled the ipil trees.
Pare Crispin
“I did not eat this
morning,” the child said.
Mang Cesar
The child stated that he
did not eat this morning.
2.
3. Change the direct speech to reported speech
and vice versa.
1. Mang Cesar said, “I brought five cavanes of rice.”
2. Pare Crispin replied, “My family accepted the rice you gave us.”
3. “I like to eat rice every morning,” Pare Crispin’s son said.
4. “He prepares the field every summer,” Mang Cesar stated.
5. Crispin’s wife reported, “Five men stole the horses.”
6. His son pointed out that he was really hungry since yesterday.
7. The wife of Crispin said that she was suffering from the drought.
8. Mang Cesar stated that the rice was ready for harvesting.
9. The Children mentioned that they played in the farm yesterday.
10. Pare Crispin said that he already fed Potro.
4. Change the direct speech to reported speech
and vice versa.
1. Mang Cesar said, “I brought five cavanes of rice.”
-Mang Cesar said that he brought five cavanes of rice.
2. Pare Crispin replied, “My family accepted the rice you gave us.”
-Pare Crispin replied that his family accepted the rice you gave them.
3. “I like to eat rice every morning,” Pare Crispin’s son said.
-Pare Crispin’s son said that he likes to eat rice every morning.
4. “He prepares the field every summer,” Mang Cesar stated.
- Mang Cesar stated that he prepares the field every summer.
5. Crispin’s wife reported, “Five men stole the horses.”
-Crispin’s wife reported that five men stole the horses.
5. Change the direct speech to reported speech
and vice versa.
6. His son pointed out that he was really hungry since yesterday.
-“I was really hungry since yesterday,” his son pointed out.
7. The wife of Crispin said that she was suffering from the drought.
- “I was suffering from the drought,” The wife of Crispin said.
8. Mang Cesar stated that the rice was ready for harvesting.
- “The rice was ready for harvesting,” Mang Cesar stated.
9. The Children mentioned that they played in the farm yesterday.
- “We played in the farm yesterday,” the Children mentioned.
10. Pare Crispin said that he already fed Potro.
- “I already fed Potro,” Pare Crispin said.
6. Change the direct speech to reported speech
and vice versa.
6. His son pointed out that he was really hungry since yesterday.
- His son pointed out, “I was really hungry since yesterday.”
7. The wife of Crispin said that she was suffering from the drought.
- The wife of Crispin said, “I was suffering from the drought.”
8. Mang Cesar stated that the rice was ready for harvesting.
- Mang Cesar stated, “The rice was ready for harvesting.”
9. The Children mentioned that they played in the farm yesterday.
- The Children mentioned, “We played in the farm yesterday.”
10. Pare Crispin said that he already fed Potro.
- Pare Crispin said, “I already fed Potro.”
7.
8.
9. Active or Passive?
1. President Aquino visits the victims of the typhoon.
2. Volunteer students initiated a Feeding Program in remote public schools.
3. The clean-up drive to fight against dengue was spearheaded by the
Department of Health.
4. The Grade 7 students receive the award in the poster making contest.
5. DOST scholars volunteered to mentor some students in public schools.
6. The Alumni Foundation was requested financial support by the poor but
deserving students.
7. The rubrics in comic strip making was explained by the teacher.
8. Red Cross accepted some donations of goods from the OFW’s.
9. Books was donated by a group of parents during the Book campaign.
10. Pope Francis reminded the Filipinos to be prayerful especially at this
critical time.
10. Active or Passive?
1. Active
2. Active
3. Passive
4. Active
5. Active
6. Passive
7. Passive
8. Active
9. Passive
10. Active
11. Passive to Active
3. The clean-up drive to fight against dengue was spearheaded by the
Department of Health.
-The Department of Health spearheaded the clean-up drive to fight
against dengue.
6. The Alumni Foundation was requested financial support by the
poor but deserving students.
-The poor but deserving students requested financial support from the
Alumni Foundation.
7. The rubrics in comic strip making was explained by the teacher.
-The teacher explained the rubrics in comic strip making.
9. Books was donated by a group of parents during the Book
campaign.
-A group of parents donated books during the Book campaign.
12. Active to Passive?
1. President Aquino visits the victims of the typhoon.
2. Volunteer students initiated a Feeding Program in remote public
schools.
3. The Grade 7 students receive the award in the poster making
contest.
4. DOST scholars volunteered to mentor some students in public
schools.
5. Red Cross accepted some donations of goods from the OFW’s.
6. Pope Francis reminded the Filipinos to be prayerful especially at this
critical time.
13. Active to Passive?
1. President Aquino visits the victims of the typhoon.
-The victims of the typhoon was visited by President Aquino.
2. Volunteer students initiated a Feeding Program in remote public
schools.
-A feeding Program was initiated by volunteer students.
3. The Grade 7 students receive the award in the poster making
contest.
-The award in the poster making contest was received by the Grade 7
students.
14. Active to Passive?
4. DOST scholars volunteered to mentor some students in public
schools.
-Some students in public school was mentored by DOST scholars.
5. Red Cross accepted some donations of goods from the OFW’s.
-Some donations of goods from the OFW’s were accepted by Red Cross.
6. Pope Francis reminded the Filipinos to be prayerful especially at this
critical time.
-Filipinos were reminded by Pope Francis to be prayerful especially at
this critical time.