Gerunds - Junior High School English 9 (Powerpoint Presentation)Anjenette Columnas
A Powerpoint Presentation about Gerunds in the English Subject. I'm now a professional teacher and this powerpoint presentation was used during my teaching demonstration in Sicayab National High School.
My English Book - Kinder
MEB is the English book for pre-school which introduces basic linguistic terms.
•Activities are designed to motivate pre-schoolers to express themselves using short, simple sentences
•There will be songs, rhymes, poems and stories for children
Gerunds - Junior High School English 9 (Powerpoint Presentation)Anjenette Columnas
A Powerpoint Presentation about Gerunds in the English Subject. I'm now a professional teacher and this powerpoint presentation was used during my teaching demonstration in Sicayab National High School.
My English Book - Kinder
MEB is the English book for pre-school which introduces basic linguistic terms.
•Activities are designed to motivate pre-schoolers to express themselves using short, simple sentences
•There will be songs, rhymes, poems and stories for children
The English course for your kindergarten.
The playful way for your children/pupils to discover the English language.
Complete set with all important teaching materials:
* 100 clearly structured lessons in a detailed Lesson Plan
* 3 sing & dance DVDs each presenting 6 songs in a variety of video versions
* 406 lareg flashcards illustrating key words and concepts
* 18 full-color storybooks to read out loud
* 1 exercise package to accompany the lessons
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2. VISION
A premier university in CALABARZON, offering academic
programs and related services designed to respond to the
requirements of the Philippines and the global economy,
particularly, Asian countries.
CONTENTS
3. GOALS OF COLLEGE OF EDUCATION
In pursuit of college mission/vision the
college of education is committed to develop the
full potential of the individuals and equip them
with knowledge, skills and attitudes in teacher
education allied fields effectively responds to the
increasing demands, challenge and
opportunities of changing time for global
competitiveness.
4. OBJECTIVES of Bachelor of Elementary Education (BEEd)
Produce graduates who can demonstrate and practice the professional
and ethical requirements for the Bachelor of Elementary Education such
as:
•Acquire basic and major trainings in Bachelor of Elementary Education
focusing on General Education and Pre - School Education.
•Produce mentors who are knowledgeable and skilled in teaching pre -
school learners and elementary grades and with desirable values and
attitudes or efficiency and effectiveness.
•Conduct research and development in teacher education and other
related fields.
Extend services and other related activities for the advancement of
community life.
5. Module for preschool is a meant to develop the basic skills in
reading, listening and writing. It unfolds with a variety of reading
readiness exercises such as serration, visual discrimination, eye-
hand coordination and motor control, categorization,
language/vocabulary development, and observation which will help
the learner develop the skills he needs in order to learn to read.
Exercises provided offer opportunities for the child to improve eye-
hand coordination, thus preparing him to write what he learns to
visually discriminate.
This module features reading concepts which are systematically
arranged and are aptly illustrated to enhance auditory discrimination
through sounds, visual recognition through objects, pictures and
shapes identification, sound productions, blending of sounds, and
logical thinking and sequencing. These modules are developed
through various activities and exercises to prepare the child to read
effectively.
CONTENTS
6. The authors wish to extend their unfeigned thankfulness to the person who
made this workbook more meaningful and who contributed much in the
fulfillment of this modular workbook. They are greatly indebted particularly to:
Prof. Lydia R. Chavez, Dean of College of Education for her inspiring
advises and encouragement.
Dr. Corazon N. San Agustin, for preparing us with this modular workbook
and for her guidance.
Mr. For-Ian V. Sandoval, for his untiring support and encouragement to
finish this modular workbook.
Prof. Varona H. Vinluan, for her remarkable suggestion for the fulfillment of
this modular workbook. Her perseverance in extending her knowledge and
countless contribution for the patience, valuable support, encouragement and
constructive criticism. To their families, Calucin family, Viterbo family for
their financial and moral support. For inspiring the authors to go on their
dreams and aspiration.
And above all, to Almighty God for the blessing, guidance, wisdom, love and
giving researchers everything for the realization of this modular workbook.
THE AUTHORS
CONTENTS
7. This Teacher’s Guide Module entitled “Building” Words for Preschool” is a part of the
requirements in Educational Technology 2 under the revised curriculum for Bachelor in
Elementary Education based on CHED Memorandum Order (CMO)-30, Series of 2004.
Educational Technology 2 is a three (3)-unit course designed to introduce both traditional and
innovative technologies to facilitate and foster meaningful and effective learning where
students are expected to demonstrate a sound understanding of the nature, application and
production of the various types of educational technologies.
CONTENTS
8. The students are provided with guidance and assistance of selected faculty members of
the College through the selection, production and utilization of appropriate technology tools in
developing technology-based teacher support materials. Through the role and function of
computers especially the Internet, the student’s researchers and the advisers are able to design
and develop various types of alternative delivery systems. These kinds of activities offer a
remarkable learning experience for the education students as future mentors especially in the
preparation of instructional materials.
The output of the group’s effort may serve as an educational research of the institution in
providing effective and quality education. The lessons and evaluations presented in this module
may also function as a supplementary reference for elementary teachers and students.
For Ian V. Sandoval
Computer Instructor/ Adviser
Educational Technology II
Lydia R. Chavez
Dean College of Education
Varona V. Zoleta
Module Consultant
9. Table of Contents
Title Page
VMGOs
Preface
Acknowledgment
Foreword
Table of Contents
Child’s Profile
General Objectives
Pre-Test
The Vowel Sounds
Module 1
Module 2
Module 3
12. At the end of the lesson the students will be
able to:
• Identify each picture and sound its name.
• Appreciate the vowel sounds.
• Read the simple words.
• Blend the vowel sounds in the consonant
. Sounds.
• Write the initial sound on beginning letter of the
pictures.
• Form the words and read what they had formed.
CONTENTS
14. B. Encircle the beginning sound of each
picture.
a u o i o u e o i
u i e a u o e a u
o a i a e u i u o
15. C. Write the missing letters.
__ctopus ___lligator
__mpire
__
__guana
__rmine
16. •Develop your Recognition of Sounds, Words and Pictures. Read it aloud.
A E I O U
a e i o u
i u o e a
o a u i e
e o a u i
u i e a o
CONTENTS
17. B. Recite the poem and color the pictures
Happy vowel as in
Sad vowel as in
Proud vowel as in
Scary vowel as in
Sickly vowel as in
18. C. Sing about the vowel family to the tune of ABC.
Color the pictures.
aaa as in
eee as in
iii as in
ooo as in
uuu as in
19. Aa is a vowel sound
Objectives:
At the end of the lesson the student will be able to:
•Identify the Aa sound.
•Trace the Aa sound.
•Make simple words with the sound Aa
CONTENTS
20. Lesson 1: Trace the letter Aa
A. Look at the picture. What is it?
Trace letter Aa and color the picture.
lligator
21. B. Color the pictures and trace the letter Aa
Trace:
Meet small a
________________________________________
___________________________________________
-------------------------------------------------------------
_________________________________________
Meet big A
29. Lesson 4: Build the words with the sound at
A. Write and read the words with sound at.
1. hat
2. cat
3. rat
30. B. Write the letters with the sound
At
1. 2.
3. 4.
5.
31. Lesson 5: Build the words with t sound ag
•Write and read the words with the sound ag.
1. hag
2. wag
3. bag
32. B. Write the letters with the sound
ag
1. 2.
3. 4.
5.
33. Lesson 6: Build the words with the sound ar
•Write and read the words with the sound ar.
1. car
2. jar
3. bar
34. B. Write the letters with the sound
ar
1. 2.
3. 4.
5.
35. Lesson 7: Building words with the sound ack
A. Write and read the words with the sound ack
1. back
2. jack
3. pack
36. B. Write the letters with the sound
ack
1. 2.
3. 4.
5.
37. Lesson 8: Object beginning with the sound Aa
A. Connect the object with the initial Aa
sound to the Aa at the center by drawing a line.
Aa
38. C. Draw a line to help the astronaut find the items
that begin with the short vowel sounds of Aa
39. Ee is a vowel sound
General Objectives:
At the end of the lesson the student will be able to:
•Identify the Ee sound
•Trace the Ee sound
•Make simple words with the sound Ee.
CONTENTS
40. Lesson 1: Trace the letter Ee
A. Look at the picture. What is it?
Trace letter Ee and color the picture.
lephant
41. B. Color the pictures and trace the sound Ee.
Trace:
Meet small e
________________________________________
-------------------------------------------------------------
________________________________________
Meet big E
-------------------------------------------------------------
________________________________________
53. Lesson 7: Object beginning with the sound Aa
A. Connect the object with the initial Ee sounds to
the Ee at the center by drawing a line
Ee
54. B. Write the missing letter on the blanks.
__el __rmine
__mpty
__leven
__lephant
55. C. Draw a line to fill the empty box with the
items that begin with the short vowel
sounds of Ee.
56. Ii is a vowel sound
General Objectives:
At the end of the lesson the student will be able to:
•Identify the Ii sound
•Trace the Ii sound
•Make simple words with the sound Ii.
CONTENTS
57. Lesson 1: Trace the sound Ii
A. Look at the picture. What is it?
Trace letter Ii and color the picture.
gloo
58. B. Color the pictures and trace the sound Ii.
Trace:
Meet small i
_________________________________________
------------------------------------------------------------
_________________________________________
_________________________________________
-------------------------------------------------------------
_________________________________________
Meet big I
70. Lesson 7: Object beginning with the sound Ii
A. Connect the object with the initial Ii sound to the Ii at
the center by drawing a line.
Ii
71. B. Write the missing letter on the blanks.
__nsect __gorot
__guana
__ndia __nk
72. C. Draw a line to fill India with the items that begin
with the short vowel sound of Ii.
73. Oo is a vowel sound
General Objectives:
At the end of the lesson the student will be able to:
•Identify the Oo sound
•Trace the Oo sound
•Make simple words with the sound Oo.
CONTENTS
74. Lesson 1: Trace the letter Oo
A. Look at the picture, what it is?
Trace the sound Oo and color the picture.
x
75. B. Name the objects that begin with Oo and color the pictures.
Trace:
Meet small o
________________________________________
-------------------------------------------------------------
________________________________________
Meet big O
________________________________________
-------------------------------------------------------------
________________________________________
77. Lesson 2: Build the words with the sound op
Write and read the words with the sound op
1. mop
2. hop
3. cop
78. B. Write the letters with the sound
op
1. 2.
3. 4.
5.
79. Lesson 3: Build the words with the sound ock.
A. Write and read the words with the sound ock.
1. sock
2. cock
3. rock
80. B. Write and read the words with the sound
ock
1. 2.
3. 4.
5.
81. Lesson 4: Build the words with the sound ot
A. Write and read the words with the sound ot
1. hot
2. tot
3. dot
82. B. Write the letters with the sound
ot
1. 2.
3. 4.
5.
83. Lesson 5: Build the words with the sound og
A. Write and read the words with the sound og
1. dog
2. log
3. jog
84. B. Write the letters with the sound
og
1. 2.
3. 4.
5.
85. Lesson 6: Build the words with the sound old
A. Write and read the words with the sound old
1. mold
2. hold
3. cold
86. B. Write the letters with the sound
old
1. 2.
3. 4.
5.
87. Lesson 7: Object beginning with the sound Oo
A. Connect the object with the initial Oo sound to the
Oo at the center by drawing a line.
Oo
88. B. Write the missing letter on the blanks.
___tter
___ctopus
___strich
___yster ___x
89. C. Draw a line to fill India with the items that begin
with the short vowel sound of Ii.
90. Uu is a vowel sound
General Objectives:
At the end of the lesson the student will be able to:
•Identify the Uu sound
•Trace the Uu sound
•Make simple words with the sound Uu.
CONTENTS
91. Lesson 1: Trace the letter.
•Look at the picture. What is it?
Trace the letter Uu and color the picture.
mpire
92. Lesson 2: Build the words with the sound un
•Write and read the words with the sound un
gun
Sun
• bun