The document provides a list of spelling words and their misspelled variations to practice identifying spelling errors. It instructs the reader to read all the words, pronounce them in their head, spot the misspelled word, eliminate correctly spelled options, and identify that some items have no errors. It then provides examples of words with intentional misspellings and the correct spelling to choose.
Here are the corrections for the adjective/adverb modifier sentences:
1. B
2. A
3. B
4. A
5. B
The key is to place the modifiers as close as possible to the words they modify without disrupting the meaning of the sentence.
The document appears to be lyrics from two songs:
1. The first section describes meeting someone at a music festival called Coachella and feeling connected to others through a shared experience of waking up as the sun sets.
2. The second section is about a woman named Betty who keeps her secrets and past hidden but has scars and birthmarks, including one in the shape of Canada on her hip. It references her cold demeanor but hints there is more beneath the surface.
This document provides directions and examples for a proofreading test. It includes multiple choice questions about proofreading marks and errors in capitalization, grammar, punctuation and spelling. It also provides sentences to proofread and correct. The document covers identifying and correcting common typing and writing errors through use of proofreading symbols. It aims to test understanding of proofreading skills and conventions of written English.
This document provides an overview and examples from a spelling guidebook that teaches spelling using rhyming words. It explains how grouping words with similar endings makes spelling easier to learn compared to random word lists. It provides many examples of word lists organized by common endings like "ide", "age", "ance", "ial", "ar", and "ed". It also discusses pronunciation rules and the different sounds that ending consonants and vowel combinations can make. The goal is to make spelling accessible for both native and second-language learners through rhyming patterns.
This document provides a 50 question vocabulary test at the pre-intermediate and intermediate level. It tests vocabulary related to parts of speech, prefixes, suffixes, collocations, idioms, opposites, and parts of the body among other topics. For each question there are 4 answer options with only one correct answer being A, B, C or D. The questions get progressively harder and cover a wide range of common English vocabulary.
Modal verbs are defective verbs that have limitations in terms of tense and form. They are used to express ideas like ability, permission, obligation, possibility, requests, offers, predictions, assumptions and more. The modal verbs in English include can, could, may, might, must, shall, should, will, would, ought to, need to and dare. Each modal verb has specific uses and meanings depending on factors like tense, negation and questions.
This document discusses the composition of matter and different types of mixtures and substances. It defines elements, compounds, homogeneous mixtures, heterogeneous mixtures, solutions, colloids and suspensions. Elements are pure substances that all have the same type of atom. Compounds have fixed ratios of elements combined chemically. Mixtures can be separated into their original substances physically. Homogeneous mixtures like solutions are evenly mixed on a microscopic scale while heterogeneous mixtures like suspensions have visually distinct parts.
Here are the corrections for the adjective/adverb modifier sentences:
1. B
2. A
3. B
4. A
5. B
The key is to place the modifiers as close as possible to the words they modify without disrupting the meaning of the sentence.
The document appears to be lyrics from two songs:
1. The first section describes meeting someone at a music festival called Coachella and feeling connected to others through a shared experience of waking up as the sun sets.
2. The second section is about a woman named Betty who keeps her secrets and past hidden but has scars and birthmarks, including one in the shape of Canada on her hip. It references her cold demeanor but hints there is more beneath the surface.
This document provides directions and examples for a proofreading test. It includes multiple choice questions about proofreading marks and errors in capitalization, grammar, punctuation and spelling. It also provides sentences to proofread and correct. The document covers identifying and correcting common typing and writing errors through use of proofreading symbols. It aims to test understanding of proofreading skills and conventions of written English.
This document provides an overview and examples from a spelling guidebook that teaches spelling using rhyming words. It explains how grouping words with similar endings makes spelling easier to learn compared to random word lists. It provides many examples of word lists organized by common endings like "ide", "age", "ance", "ial", "ar", and "ed". It also discusses pronunciation rules and the different sounds that ending consonants and vowel combinations can make. The goal is to make spelling accessible for both native and second-language learners through rhyming patterns.
This document provides a 50 question vocabulary test at the pre-intermediate and intermediate level. It tests vocabulary related to parts of speech, prefixes, suffixes, collocations, idioms, opposites, and parts of the body among other topics. For each question there are 4 answer options with only one correct answer being A, B, C or D. The questions get progressively harder and cover a wide range of common English vocabulary.
Modal verbs are defective verbs that have limitations in terms of tense and form. They are used to express ideas like ability, permission, obligation, possibility, requests, offers, predictions, assumptions and more. The modal verbs in English include can, could, may, might, must, shall, should, will, would, ought to, need to and dare. Each modal verb has specific uses and meanings depending on factors like tense, negation and questions.
This document discusses the composition of matter and different types of mixtures and substances. It defines elements, compounds, homogeneous mixtures, heterogeneous mixtures, solutions, colloids and suspensions. Elements are pure substances that all have the same type of atom. Compounds have fixed ratios of elements combined chemically. Mixtures can be separated into their original substances physically. Homogeneous mixtures like solutions are evenly mixed on a microscopic scale while heterogeneous mixtures like suspensions have visually distinct parts.
This document provides an overview of the topics to be covered in a Social Studies III review class, including definitions of history, geography, human evolution and races. It also summarizes the key civilizations that developed in Mesopotamia, Egypt, and other ancient regions like Phoenicia, Israel, Persia and more. The summaries include the major rulers, belief systems, advances, and important developments of each civilization.
This document provides strategies for multiple choice test taking and includes an example test for students to practice applying the strategies. It begins by outlining 11 strategies for guessing on multiple choice exams when a student is unsure of the correct answer. These include choosing longer, middle, or more general answers when options are provided. The document emphasizes that the most effective strategy is knowing the material well. It then provides a 20 question sample test for students to apply the strategies and record which they used for each answer. Scoring instructions are included at the end.
This document provides an overview of topics that will be covered in a basic linguistics course, including:
- The differences between speech and writing, and why linguists consider speech to be primary.
- The descriptive vs. prescriptive approaches to language, with linguists taking a descriptive approach.
- The main parts of grammar: phonetics, phonology, morphology, syntax, semantics, and pragmatics.
- The concept of arbitrariness in language, where the relationship between form and meaning is largely conventional rather than inherent, with limited exceptions for onomatopoeia and sound symbolism.
This document provides an overview of archetypal criticism as a literary theory. It discusses key concepts such as archetypes, the collective unconscious, and character types. Archetypal criticism examines common symbols, myths, and narrative patterns in literature that are meant to evoke deep, universal responses by tapping into the collective unconscious. Some examples given are the hero's journey monomyth and biblical archetypes like death and rebirth. Contributors to archetypal criticism discussed include Jung, Frye, Rank, and Campbell. The document also outlines strengths like its focus on symbolic meaning, and weaknesses such as criticism that it reduces individual works.
Preparation and Evaluation of Instructional Materials (14 of 16)Nheru Veraflor
The document provides information about instructional materials (IMs) for teaching English. It discusses the role and types of IMs, including textbooks, workbooks, teachers' guides, and multimedia materials. It also outlines factors to consider in preparing and evaluating IMs, such as learning objectives, learners' needs and styles, and principles of instructional design. Different types of syllabi are described, like structural, notional-functional, and task-based, and considerations for writing effective IMs including understanding, structuring, sequencing, and reviewing content.
This document provides an overview of strategies and principles for teaching reading. It discusses several key aspects of reading instruction including vocabulary development, comprehension, activating prior knowledge, and content-based instruction. Some specific strategies described are structural analysis, context clues, intensive/extensive reading, pleasure reading, prereading plans, previewing, anticipation guides, Question-Answer Relationships (QARs), Reciprocal Questioning (ReQuest), and K-W-L charts. The document also outlines the general objectives of a second language reading program and principles for designing effective reading lessons.
Elements of the newspaper as a guiding principle in producing a newsletter. (These slides were presented by during the First PIO Conference of DPWH-8 held in Calbayog City on June 10, 2016)
The document discusses reasons for teaching literature such as developing language skills, promoting critical thinking, and motivating learners. It also outlines different ways students can respond to literature, like describing or interpreting texts, and defines common literary terms such as genres, elements of fiction, and forms of poetry, essays, and drama. Key aspects of drama genres - tragedy, comedy, tragicomedy, and farce - are also defined.
CONTENT AND LITERATURE-BASED ENGLISH TEACHINGILda Karwayu
This document discusses content-based language instruction and integrating literature into language teaching. It provides rationales for content-based instruction including comprehensible input and developing communicative ability. Models of content-based instruction are described like immersion education. The document also discusses integrating the four language skills through content and strategies for content instruction. Sample lesson plans are provided and key issues addressed like the teacher's role in exploiting content and developing student-centered approaches. Finally, integrating literature is discussed in terms of vocabulary, grammar, reading, writing and oral skills.
Classroom Language Strategies: Teaching LiteratureDwi Firli Ashari
Pak Bo discusses strategies for teaching literature in the classroom. He defines literature as a formal treatment of subjects through speech or writing, such as essays or poems. Literature introduces students to new experiences and represents language and culture. To teach literature effectively, teachers should start with concepts students already understand and explore different genres such as novels, short stories, plays, and poetry. Specific works discussed include Hamlet, which tells the story of a prince dealing with intrigue, and Robert Frost's poem "The Road Not Taken."
This document provides an overview of the majorship in English Literary Criticism. It discusses key LET competencies and surveys various literary theories and approaches that can be applied when analyzing literature, including classical, historical-biographical, romantic, new criticism, psychoanalytical, archetypal, structuralist, deconstructionist, and Russian formalist theories. The document emphasizes that literary theories offer different ways of interpreting texts but do not define what literature is or how it should be studied.
The document discusses using literature in English language teaching. It provides rationales for why literature can be an effective tool, such as exposing students to cultural contexts and authentic language models. Literature is motivating for students and helps develop reading, writing, speaking and listening skills. Short stories, poems and plays are highlighted as genres that can be used in the classroom. Specific activities are outlined, such as cloze exercises, role plays, pronunciation practice and writing assignments. The document concludes that literature provides authentic examples of language use while also encouraging cultural and personal growth.
This lesson plan is for a 50-minute English lesson for 15-16 year old grade 9 students. The lesson aims to introduce direct and indirect reported speech. It will help students learn to change speech between direct and indirect, use correct grammar, understand meaning from reading, and solve exercises using the new structure. The lesson will use communicative language teaching and include explanation, conversation, reading, pair work, examples, and exercises. The purpose is to teach students to report and record incidents in daily life and use language in different written and oral forms. The lesson consists of 5 stages - an icebreaker, introduction, consolidation exercises, practice activities, and a closing review with homework.
This document provides an overview of the topics to be covered in a Social Studies III review class, including definitions of history, geography, human evolution and races. It also summarizes the key civilizations that developed in Mesopotamia, Egypt, and other ancient regions like Phoenicia, Israel, Persia and more. The summaries include the major rulers, belief systems, advances, and important developments of each civilization.
This document provides strategies for multiple choice test taking and includes an example test for students to practice applying the strategies. It begins by outlining 11 strategies for guessing on multiple choice exams when a student is unsure of the correct answer. These include choosing longer, middle, or more general answers when options are provided. The document emphasizes that the most effective strategy is knowing the material well. It then provides a 20 question sample test for students to apply the strategies and record which they used for each answer. Scoring instructions are included at the end.
This document provides an overview of topics that will be covered in a basic linguistics course, including:
- The differences between speech and writing, and why linguists consider speech to be primary.
- The descriptive vs. prescriptive approaches to language, with linguists taking a descriptive approach.
- The main parts of grammar: phonetics, phonology, morphology, syntax, semantics, and pragmatics.
- The concept of arbitrariness in language, where the relationship between form and meaning is largely conventional rather than inherent, with limited exceptions for onomatopoeia and sound symbolism.
This document provides an overview of archetypal criticism as a literary theory. It discusses key concepts such as archetypes, the collective unconscious, and character types. Archetypal criticism examines common symbols, myths, and narrative patterns in literature that are meant to evoke deep, universal responses by tapping into the collective unconscious. Some examples given are the hero's journey monomyth and biblical archetypes like death and rebirth. Contributors to archetypal criticism discussed include Jung, Frye, Rank, and Campbell. The document also outlines strengths like its focus on symbolic meaning, and weaknesses such as criticism that it reduces individual works.
Preparation and Evaluation of Instructional Materials (14 of 16)Nheru Veraflor
The document provides information about instructional materials (IMs) for teaching English. It discusses the role and types of IMs, including textbooks, workbooks, teachers' guides, and multimedia materials. It also outlines factors to consider in preparing and evaluating IMs, such as learning objectives, learners' needs and styles, and principles of instructional design. Different types of syllabi are described, like structural, notional-functional, and task-based, and considerations for writing effective IMs including understanding, structuring, sequencing, and reviewing content.
This document provides an overview of strategies and principles for teaching reading. It discusses several key aspects of reading instruction including vocabulary development, comprehension, activating prior knowledge, and content-based instruction. Some specific strategies described are structural analysis, context clues, intensive/extensive reading, pleasure reading, prereading plans, previewing, anticipation guides, Question-Answer Relationships (QARs), Reciprocal Questioning (ReQuest), and K-W-L charts. The document also outlines the general objectives of a second language reading program and principles for designing effective reading lessons.
Elements of the newspaper as a guiding principle in producing a newsletter. (These slides were presented by during the First PIO Conference of DPWH-8 held in Calbayog City on June 10, 2016)
The document discusses reasons for teaching literature such as developing language skills, promoting critical thinking, and motivating learners. It also outlines different ways students can respond to literature, like describing or interpreting texts, and defines common literary terms such as genres, elements of fiction, and forms of poetry, essays, and drama. Key aspects of drama genres - tragedy, comedy, tragicomedy, and farce - are also defined.
CONTENT AND LITERATURE-BASED ENGLISH TEACHINGILda Karwayu
This document discusses content-based language instruction and integrating literature into language teaching. It provides rationales for content-based instruction including comprehensible input and developing communicative ability. Models of content-based instruction are described like immersion education. The document also discusses integrating the four language skills through content and strategies for content instruction. Sample lesson plans are provided and key issues addressed like the teacher's role in exploiting content and developing student-centered approaches. Finally, integrating literature is discussed in terms of vocabulary, grammar, reading, writing and oral skills.
Classroom Language Strategies: Teaching LiteratureDwi Firli Ashari
Pak Bo discusses strategies for teaching literature in the classroom. He defines literature as a formal treatment of subjects through speech or writing, such as essays or poems. Literature introduces students to new experiences and represents language and culture. To teach literature effectively, teachers should start with concepts students already understand and explore different genres such as novels, short stories, plays, and poetry. Specific works discussed include Hamlet, which tells the story of a prince dealing with intrigue, and Robert Frost's poem "The Road Not Taken."
This document provides an overview of the majorship in English Literary Criticism. It discusses key LET competencies and surveys various literary theories and approaches that can be applied when analyzing literature, including classical, historical-biographical, romantic, new criticism, psychoanalytical, archetypal, structuralist, deconstructionist, and Russian formalist theories. The document emphasizes that literary theories offer different ways of interpreting texts but do not define what literature is or how it should be studied.
The document discusses using literature in English language teaching. It provides rationales for why literature can be an effective tool, such as exposing students to cultural contexts and authentic language models. Literature is motivating for students and helps develop reading, writing, speaking and listening skills. Short stories, poems and plays are highlighted as genres that can be used in the classroom. Specific activities are outlined, such as cloze exercises, role plays, pronunciation practice and writing assignments. The document concludes that literature provides authentic examples of language use while also encouraging cultural and personal growth.
This lesson plan is for a 50-minute English lesson for 15-16 year old grade 9 students. The lesson aims to introduce direct and indirect reported speech. It will help students learn to change speech between direct and indirect, use correct grammar, understand meaning from reading, and solve exercises using the new structure. The lesson will use communicative language teaching and include explanation, conversation, reading, pair work, examples, and exercises. The purpose is to teach students to report and record incidents in daily life and use language in different written and oral forms. The lesson consists of 5 stages - an icebreaker, introduction, consolidation exercises, practice activities, and a closing review with homework.
14. SPELLING
1. Read all the words.
2. Pronounce the words in your head.
3. Spot directly the misspelled word.
4. Practice the process of elimination.
Remove words that are correctly spelled.
5. Some items have no errors.
15. A B C D
acquire humorous scene refering
D
referring
16. A B C D
weather jealousy aleviate sergeant
C
alleviate
17. A B C D
embarass emphasize description schedule
A
embarrass
18. A B C D
medieval narrative become dicipline
D
discipline
19. A B C D
suppress accomodate condemn tremendous
B
accommodate
20. A B C D
excercise attitude rhythm immense
A
exercise
21. A B C D
separate technique lenghtening appearance
C
lengthening
22. A B C D
foreigners oppose privelege genius
C
privilege
23. A B C D
attire breath confusion gramatically
D
grammatically
24. A B C D
aparatus committees presence procedure
A
apparatus
25. A B C D
disillusioned hallelujah intelect tyranny
C
intellect
77. VOCABULARY
For sentence completion
1. Read the sentence carefully.
2. Choose the appropriate word for the
sentence.
3. Recall the meaning of each word.
4. Find key words or clues in the sentence.
78. Paul encourages us to think in Philippians 4:8
to think _________ thoughts.
B
laden virtuous perilous meandering
A B C D
79. The accounting office told me that she had no
_______ over student loan approvals, only the
principal had the authority to decide.
D
consumption domicile jargon jurisdiction
A B C D
80. The lack of _________ is nothing to be proud
of; we should exert effort to attain our full
potential.
A
refinement knoll smug spume
A B C D
81. Sometimes when a Christian has a _________
illness, God uses the persistent affliction to do
good things for that person and for others.
D
grasping murky gaunt chronic
A B C D
82. Without a map, we sat at the crossroads in a
_____________ about which road to take.
D
dividend grotesqueness tautness quandary
A B C D
83. VOCABULARY
For analogy
1. Identify the relationship of the given pair of
words.
2. Choose the pair that has the same relationship
with the given pair. It’s important that you
understand the meaning of the word.
3. Recall the meaning of each word and
determine the relationship.
84.
85. Only the grammar topics that we
discussed will be included in the
identifying errors.
86. IDENTIFYING ERRORS
A. B.
The teacher The teacher
mentioned on Friday mentioned we
we would see the would see the film
film Titanic. Titanic on Friday .
87. IDENTIFYING ERRORS
A. B.
The student heard The student heardon
that the police had the radio that the
arrested the thief police had arrested
who stole the school the thief who stole
camera on the radio. the school camera.
88. IDENTIFYING ERRORS
A. B.
Beyond his wildest After the service,
dreams after the the boy realized that
service, the boy he was prosperous
realized that he was beyond his wildest
prosperous. dreams.
89. a__eviate
1. neither Rahab nor Ruth
co__i__ioner
2. of Christ yet both
ma__iage
3. were in the geneology
re__e__ing
4. were Israelites
90. a__eviate a Christian
1. becomes
co__i__ioner
2. a man
ma__iage
3. is not born one
re__e__ing
4. he
91. A. and you will be
a__eviate
satisfied
co__i__ioner
B. when you remember
C. you can face any
ma__iage confidence
problem with
D. that God is in control
re__e__ing
of the problem
93. a__eviateour sins
A. died for
co__i__ioner
B. came to earth
ma__iage
C. and
re__e__ing
D. Jesus Christ
94.
95. 1. Read the question first before the
excerpt.
2. Try to answer the question without
reading the choices.
3. Look at the choices and select the
BEST answer.
4. If not sure, do the process of
elimination.
5. The answer is on the text. Read the
lines or read between the lines.
96. REMINDERS
1.BEFORE THE TEST, you need to
review the coverage of the test. Focus
on the topics that you find difficult.
2.DURINGTHE TEST, you need to read
and think before you answer. Follow
the instructions and give the answer
that is being asked in the questions.
3.AFTER ANSWERING THE TEST, go
over the entire test paper and review
your answers.
97.
98. “Trust in the Lord
with all your heart
and lean not on your
own understanding.”
-Proverbs 3:5
99.
100.
101. “I can do all things
through Christ who
gives me strength.”
-Philippians 4:13