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.
29. Maghanap ng mga sitwasyong napapanahon sa
kasalukuyan, gaya ng kaugnay sa edukasyon,
pangkalusugan, ekonomiko at iba pa.
Editor's Notes
Ang mga salitang ito na mula sa bibliya ay nagpapaalala sa atin na tayo ay natatangi at may responsibilidad sa lipunan, sa mundo. Maaaring mahirap ngunit Hindi ito imposible. Binigyan tayo ng kakayahang mag-isip, magpasya, at gawin kung ano ang sa tingin natin ay pinakatamang na gawin.
Sa mga nagdaang baitang ng Edukasyon sa Pagpapakatao ay inyong napag-aralan na ang tao ay natatanging nilikhang nabubuhay dito sa mundo. Sa pamamagitan nito, masusuri mo kung paano mo gagamitin ang iyong kalooban at pag-iisip para mas mahusay mong haharapin ang mga hamon sa pagiging natatanging nilikha ng Diyos.
Hindi pa nilikhang tapos ang tao dahil walang nakakaalam kung ano ang kahihinatnan mula sa kapanganakan o sa paglaki sa mundo ng isang tao. Ang tao din ang siyang mismong uukit ng kanyang sariling kinabukasan, ng kanyang sariling buhay. Kaya bawat tao ay kumikilos tungo sa paghahanap sa mga pagkakataon na makakatulong upang ang tao ay maging tapos.
May kakayahan ang tao na buuin ang sariling pagkatao. May mga kakayahang taglay ang tao at hayop. May kakayahan din ang tao na taglay rin ng hayop, ngunit nagkakaiba ang paraan kung paano ito ginagamit sa iba’t-ibang pagkakataon.
Bagamat sa kapanganakan, walang taglay na kaalaman ang isip. Ngunit ito ay may kakayahang mag-isip, malaman ang kaisipan, at makapagbuod ng isang bagay. May kakayahan itong humatol, pag-aralan, mangatuwiran, at maunawaan ang mga bagay at ang kahulugan nito. Higit sa lahat, ang isip ay may kakayahan upang matuklasan ang katotohanan.
Umaasa ang kilos-loob sa isip. Kaya mula sa paghuhusga ng isip, sumusunod ang kilos-loob. Naiimpluwensiyahan ito ng isip na may kakayahang magbigay katuwiran na kalaunang nakakalakip ng kahulugan sa isang sitwasyon. Dahil ito ay naaakit sa mabuti at tumalikod sa masama, inilarawan ito ni Santo Thomas bilang makatuwirang pagkagusto.
Upang maunawaan ang kalikasan ng kilos-loob, ihambing natin ito sa emosyonal na tugon ng hayop. Anuman ang nararamdaman ng hayop, kumikilos ito ayon sa kalikasan ng tugon nito. Samantalang ang tao ay pagkakataon na magkaiba ang pagkilos ng emosyon at kilos-loob.
Kapanayamin ang isa sa kasapi sa inyong pamilya ukol sa pamamaraan niya sa pagharap sitwasyong napili mo gamit ang isip at kilos-loob. Ilahad sa iyong kwaderno ang panayam sa pamamagitan ng isang sanaysay.