This document contains a series of grammar exercises and tests from an English lesson. It includes exercises on articles, quantifiers, noun complements, verb complements, figures of speech, kernel sentences, embedded clauses, and direct/indirect objects. The performance sections ask the student to write paragraphs, stories, or descriptions related to the grammar topics and texts.
This document contains an English grammar lesson prepared by Matsy B. Tumacdang-Alvanto for the school year 2016-2017. It includes a summary test on the short story "The Bread of Salt" with questions on figures of speech. The performance section asks students to write a paragraph with the title "First Impressions Last". It also provides an alternative output of searching for a review of the given story and commenting on whether they agree with it.
This document provides instructions for drawing a pig and interpreting different aspects of the drawing. It discusses how the orientation and number of legs can indicate whether someone is secure or insecure. The size of the ears shows how good of a listener someone is. It also includes lessons on self-perception and understanding how others see you. Students are given tasks to describe themselves and have their classmates describe them, then compare the descriptions.
This document provides a lesson plan to teach students to distinguish between reality and fantasy. It includes learning objectives, subject matter on the topic of reality versus fantasy using the story of St. Francis of Assisi as a reference. The procedure describes preparatory activities like showing pictures to motivate discussion on reality and fantasy. It then presents the story and has students discuss and analyze what parts are real versus fantasy through various discussion questions and activities. It concludes with an evaluation and assignment for students to further practice distinguishing reality from fantasy.
This document provides a module on identifying the explicit main idea of reading selections. It includes examples of paragraphs with their main ideas explicitly stated. The module teaches learners to identify the key topic and overall meaning of paragraphs. Learners are given exercises to practice identifying the main ideas of various paragraphs from sources about Filipino culture and society. Feedback and explanations are provided to help learners improve their skills in recognizing the explicit main ideas of written texts.
English 6 dlp 43 using expression hope can wish could if wereEDITHA HONRADEZ
This module teaches about using the words "hope" and "wish" to express desires. It explains that "wish" is used for desires unlikely to happen, using past verb forms, while "hope" is used for likely desires, using present verb forms. Examples are provided and learners complete exercises to practice using these words correctly. The module aims to help learners understand and distinguish between "hope" and "wish" when expressing different types of desires.
DepEd k12 English 7 fourth quarter module 4Rachel Iglesia
This folktale teaches about the importance of honesty between friends. A crow and sparrow make a bet to see who can eat the most peppers, but the crow cheats by hiding peppers under the mat without the sparrow seeing. When the crow claims victory and says he will eat the sparrow according to their bet, the sparrow insists the crow first wash his beak since crows eat nasty things. This leads the crow on a futile quest to get water, make a pot, and dig clay, exposing the crow's dishonest nature at each attempt. Ultimately, the greedy crow is burned to ashes when fire is placed on his back, while the honest sparrow lives to a ripe old age.
STRATEGIC INTERVENTION MATERIAL IN ENGLISH - NOUNS pdfROSARIO G. CASTRO
This document provides intervention materials for teaching English nouns. It includes guides, activities, assessments and answers to help students learn about different types of nouns including common nouns, proper nouns, abstract nouns, collective nouns, countable nouns and uncountable nouns. The materials were created by Rosario G. Castro for students in Magalang, Pampanga and include cards with lessons, exercises to identify and classify nouns, and answers to assess student learning.
This document discusses idiomatic expressions and provides strategies for inferring their meanings using context clues, affixes, and root words. It contains lessons that define idioms as expressions with meanings not derived from the individual words. Learners are given examples of idioms and asked to infer their meanings based on the context, prefixes/suffixes, or root words. The purpose is to help readers understand idioms and derive their meanings using structural and contextual analysis.
This document contains an English grammar lesson prepared by Matsy B. Tumacdang-Alvanto for the school year 2016-2017. It includes a summary test on the short story "The Bread of Salt" with questions on figures of speech. The performance section asks students to write a paragraph with the title "First Impressions Last". It also provides an alternative output of searching for a review of the given story and commenting on whether they agree with it.
This document provides instructions for drawing a pig and interpreting different aspects of the drawing. It discusses how the orientation and number of legs can indicate whether someone is secure or insecure. The size of the ears shows how good of a listener someone is. It also includes lessons on self-perception and understanding how others see you. Students are given tasks to describe themselves and have their classmates describe them, then compare the descriptions.
This document provides a lesson plan to teach students to distinguish between reality and fantasy. It includes learning objectives, subject matter on the topic of reality versus fantasy using the story of St. Francis of Assisi as a reference. The procedure describes preparatory activities like showing pictures to motivate discussion on reality and fantasy. It then presents the story and has students discuss and analyze what parts are real versus fantasy through various discussion questions and activities. It concludes with an evaluation and assignment for students to further practice distinguishing reality from fantasy.
This document provides a module on identifying the explicit main idea of reading selections. It includes examples of paragraphs with their main ideas explicitly stated. The module teaches learners to identify the key topic and overall meaning of paragraphs. Learners are given exercises to practice identifying the main ideas of various paragraphs from sources about Filipino culture and society. Feedback and explanations are provided to help learners improve their skills in recognizing the explicit main ideas of written texts.
English 6 dlp 43 using expression hope can wish could if wereEDITHA HONRADEZ
This module teaches about using the words "hope" and "wish" to express desires. It explains that "wish" is used for desires unlikely to happen, using past verb forms, while "hope" is used for likely desires, using present verb forms. Examples are provided and learners complete exercises to practice using these words correctly. The module aims to help learners understand and distinguish between "hope" and "wish" when expressing different types of desires.
DepEd k12 English 7 fourth quarter module 4Rachel Iglesia
This folktale teaches about the importance of honesty between friends. A crow and sparrow make a bet to see who can eat the most peppers, but the crow cheats by hiding peppers under the mat without the sparrow seeing. When the crow claims victory and says he will eat the sparrow according to their bet, the sparrow insists the crow first wash his beak since crows eat nasty things. This leads the crow on a futile quest to get water, make a pot, and dig clay, exposing the crow's dishonest nature at each attempt. Ultimately, the greedy crow is burned to ashes when fire is placed on his back, while the honest sparrow lives to a ripe old age.
STRATEGIC INTERVENTION MATERIAL IN ENGLISH - NOUNS pdfROSARIO G. CASTRO
This document provides intervention materials for teaching English nouns. It includes guides, activities, assessments and answers to help students learn about different types of nouns including common nouns, proper nouns, abstract nouns, collective nouns, countable nouns and uncountable nouns. The materials were created by Rosario G. Castro for students in Magalang, Pampanga and include cards with lessons, exercises to identify and classify nouns, and answers to assess student learning.
This document discusses idiomatic expressions and provides strategies for inferring their meanings using context clues, affixes, and root words. It contains lessons that define idioms as expressions with meanings not derived from the individual words. Learners are given examples of idioms and asked to infer their meanings based on the context, prefixes/suffixes, or root words. The purpose is to help readers understand idioms and derive their meanings using structural and contextual analysis.
This document discusses idioms and provides exercises for students to practice understanding and using idioms. It defines an idiom as a phrase where the words together have a meaning different from the individual word definitions. Students are given examples of idioms involving colors, animals, and other categories. They are assigned group activities like drawing, acting out, or writing stories using idioms. The final assignment is for students to list 5 idioms in Hiligaynon with their English equivalents.
This document provides a lesson on using adjectives in a series to describe nouns. It explains that adjectives in a series follow a specific order: determiner or number, size, shape, quality, age, color. Examples are provided of rearranging adjectives into the proper sequence. Students are given exercises to practice identifying and ordering adjectives. The purpose is to help students learn to properly sequence adjectives when modifying nouns.
English 6 dlp 39 inferring different outcomesEDITHA HONRADEZ
ENGLISH ENGLISH
6
Module 39
A DepEd-BEAM Distance Learning Program supported by the Australian Agency for International Development
INFERRING DIFFERENT OUTCOMES
This document contains a weekly lesson plan for Grade 3 students focusing on the theme of "My Family and I". The lesson plan covers several learning objectives including oral language skills, reading fluency, spelling, composing different writing forms, grammar, vocabulary, listening comprehension, and developing a love of literacy. Over the course of three days, students will participate in activities like role playing conversations, reading stories aloud, identifying parts of a narrative text, and filling out forms. The goal is for students to enhance their communication skills and learn to appreciate family togetherness.
This document contains several short English grammar exercises on topics such as opposites, gerunds vs infinitives, common mistakes with adverbs, articles, confusing word pairs, identifying adverbs, and the difference between each other/one another. Each exercise provides 2-5 multiple choice questions testing understanding of grammar rules, followed by the answers. The exercises cover basic grammar concepts and common errors or areas of confusion.
English 6-dlp-8-decoding-meaning-of-unfamiliar-words-using-contextAlice Failano
This document provides guidance on using context clues to determine the meaning of unfamiliar words. It explains that context clues are found in the words surrounding an unfamiliar word. Several examples are provided where learners must analyze sentences to deduce the meanings of words in bold based on contextual hints. The document emphasizes that understanding a word's relationship to surrounding words is key to determining its definition. Learners are prompted to practice this skill on multiple examples and check their work against answer keys.
English 6-dlp-4-decoding-meaning-of-unfamiliar-words-using-structurAlice Failano
This module teaches learners how to determine the meaning of unfamiliar words using structural analysis, specifically by breaking words into prefixes and suffixes. It provides examples of common prefixes and their meanings, such as "under-" meaning less or less than average. Learners practice identifying prefixes, suffixes, and their meanings in sentences and words. Activities include forming new words by adding prefixes or suffixes to root words, using the new words in sentences, and self-checking answers.
English 6-dlp-5-words-with-affixes-prefixesAlice Failano
The document discusses prefixes and how they can be used to form new words. It provides examples of common prefixes like "un-", "in-", "dis-", "im-", and "ir-" which are often used to mean "opposite of" or "not". Learners are given exercises to practice identifying prefixes in words and using prefixes to complete sentences. The purpose is to help expand one's vocabulary through understanding and using prefixes.
English 6 dlp 46 using irregular adjectives in making comparisonsEDITHA HONRADEZ
This document discusses how to use irregular adjectives in comparisons. It provides examples of common irregular adjectives like good, bad, and much and explains how they form their comparative and superlative forms differently than regular adjectives by changing spelling or using entirely different words. Several exercises are included to practice identifying the positive, comparative, and superlative forms of irregular adjectives in sentences.
1) The document contains a table of specification for a third periodical test in English for Bagong Buhay B Elementary School. It outlines 7 objectives to be tested, the number of items and percentage of the test for each objective.
2) The test contains 50 multiple choice questions assessing students' English skills including use of pronouns, verbs, comprehension of passages.
3) The reading comprehension passage is about a boy named Ramon learning from his grandfather that showing kindness to animals like turtles is better than trying to force them to act.
1. The document provides a lesson on indefinite pronouns for English learners. It defines indefinite pronouns as pronouns that do not refer to specific persons, places, or things.
2. Examples of indefinite pronouns are provided such as everybody, nobody, both. The lesson explains that singular indefinite pronouns take singular verbs while plural indefinite pronouns take plural verbs.
3. Activities are included for students to practice identifying indefinite pronouns in sentences and selecting the correct verb form to agree with the indefinite pronoun. A test at the end allows students to check their understanding of indefinite pronouns.
English 6 dlp 37 inferring traits and characterEDITHA HONRADEZ
The document is a lesson about inferring character traits from dialog or situations. It provides examples for learners to practice identifying traits like hospitality, anger, worry, excitement and more. The lesson includes an activity with sample dialogs and situations where learners answer questions to identify traits like greed, revenge, laughter. It concludes with a test for learners to infer traits from short paragraphs and select the best trait from options like curious, patient, studious. The goal is to help learners develop the skill of inferring character traits.
1. The narrator takes a train ride and observes the diverse passengers around him, including a family of eight with young children. The efficient father of the family carefully counts money, lays out a banana leaf lunch for the family to eat, and helps his crying toddler after an accident.
2. The narrator reflects on humanity and Christianity in relation to encountering a begging old woman on the train. He questions whether donating to her out of obligation upholds Christian values or further degrades her situation.
3. Wearied by assuming responsibility for his neighbors' actions, the narrator turns his gaze to the distant clouds, remarking how each passenger minds their own business while suffering silently for the mistakes of
The document contains a series of questions about using different reference sources such as encyclopedias, dictionaries, atlases, and thesauruses. It asks which reference would be used to find specific types of information like biographies, pronunciations, maps, and synonyms. It also contains exercises on grammar, spelling, vocabulary, and punctuation.
This document provides an overview and examples of different grammar concepts including parts of speech, prepositions, verbs/adverbs, gerunds, sentence structure, conjunctions, commas, appositives, parenthetical phrases, passive/active voice, and colons. It includes examples and exercises for students to identify these concepts. Key information and examples are provided for each grammar topic to help students learn.
This document provides intervention materials for teaching English nouns. It includes guides, activities, assessments and references for students to learn about nouns. Specifically, it aims to help students identify and classify different types of nouns, including proper nouns, common nouns, abstract nouns, collective nouns, countable nouns and uncountable nouns. The materials include instruction cards, activity cards with exercises to identify and categorize nouns, and assessment cards to evaluate comprehension. The goal is to help students understand the different types of nouns and be able to distinguish between them.
This document contains an English proficiency test with multiple choice and sentence completion questions. It tests correct grammar usage, identifying grammatical errors, and subject-verb agreement. The test provides 15 rules for determining whether a subject takes a singular or plural verb form.
This document provides instructions for drawing a pig and interpreting different aspects of the drawing. It discusses how the orientation and number of legs can indicate whether the drawer is secure or insecure. The size of the ears shows how good of a listener one is. It also provides lessons on self-perception and understanding how others see you. Students are given tasks to describe themselves and have classmates describe them, then compare the descriptions. Questions are to be prepared about a assigned reading.
The document contains a short prayer thanking God for blessings and asking for peace, unity, safety, and love. It asks God to watch over people as they go about their daily activities and help them become the children he wants them to be. The prayer ends with "Amen."
TEN SETS OF COMMONLY MISUSEDCONFUSED TERMS (httpwww.grammaru.docxmattinsonjanel
TEN SETS OF COMMONLY MISUSED/CONFUSED TERMS (http://www.grammaruntied.com/?p=32)
In each pair/set, explain how you understand each word is defined. Be sure to include how each is used differently. Include a short sentence that demonstrates your knowledge of each word. DO NOT simply look up a word and list the definition (although you may if you need to, of course, as a starting point); you must also, however, show how YOU understand each term.
1. to, too, two
2. there, their, they’re
3. you’re, your
4. it’s, its
5. accept, except
6. affect, effect
7. than, then
8. allusion, illusion
9. allude, elude
10. elicit, illicit
BASIC ACADEMIC KEYWORDS (S.A.S.E.)
Again, explain how you understand each of the four listed acts of reading/writing. Be sure to include how each is used differently. Include your grasp of what each act involves and does not involve. DO NOT simply look up a word and list the definition (although you may if you need to, of course, as a starting point); you must also, however, show how YOU understand each term.
Summarize
Analysis
Synthesize
Evaluate
RHETORICAL APPEALS
Again, explain how you understand each of the four three concepts. DO NOT simply look up a word and list the definition (although you may if you need to, of course, as a starting point); you must also, however, show how YOU understand each term.
logos
pathos
ethos
Choose the word that completes each sentence in the most conventional way.
1. I absolutely refuse to (accept except) that my PS4 has been stolen.
2. I don't always like to take my grandmother's (advice advise), but in this case, she is definitely correct about that guy.
3. Do you know whether we will be (aloud allowed) to use our notes during the final exam?
4. The insurance adjuster just showed up to (apprise appraise) the damage to our car.
5. I really need to take some Tylenol; this headache is almost more than I can (bear bare).
6. I realize that it is none of my business, but your new haircut is extremely (bazaar bizarre).
7. After we are done with this activity, I think we will take a 15 minute (brake break).
8. Because it has so many sex scenes in it, that book was (censored censured) in most European countries.
9. The band's new lead guitarist simply couldn't get his fingers to form the correct C minor (cord chord).
10. Of (course coarse), your behavior is the real reason why she is so frustrated.
11. Luckily, Samantha was able to use comedy to (defuse diffuse) the tension of the situation.
12. If you want to sneak in to the concert, your movements must be (discreet discrete).
13.1 expect there to be a huge lightsaber (dual duel) at the end of the upcoming J.J. Abrams’ Star Wars movie.
14. In order to (ensure insure) that you will remember these new vocabulary terms, you need to find some ways to understand them on a personal level.
15. The best thing to do is put your late report in an (envelope envelo ...
This document provides a summary of key concepts in English grammar, including:
- The definition of a sentence and the three types of punctuation.
- Identifying subjects, predicates, and the four types of subjects.
- Forming plural nouns and irregular plurals.
- Five basic English sentence patterns involving subjects, verbs, objects, adverbs, and nouns.
- Analogies and how to identify the relationship between word pairs.
- Four types of sentences based on purpose and ending punctuation.
Class 2 CBSE English Sample Paper Model 1Sunaina Rawat
This document contains an English sample paper for class 2 with multiple questions testing grammar and language skills. It includes exercises on arranging words alphabetically, identifying odd ones out, underlining rhyming words, identifying singular or plural sentences, filling in blanks with has or have, using punctuation, naming homophones, framing sentences with should and should not, and making compound words. The sample paper tests a variety of foundational English concepts and provides practice for students in class 2.
This document discusses idioms and provides exercises for students to practice understanding and using idioms. It defines an idiom as a phrase where the words together have a meaning different from the individual word definitions. Students are given examples of idioms involving colors, animals, and other categories. They are assigned group activities like drawing, acting out, or writing stories using idioms. The final assignment is for students to list 5 idioms in Hiligaynon with their English equivalents.
This document provides a lesson on using adjectives in a series to describe nouns. It explains that adjectives in a series follow a specific order: determiner or number, size, shape, quality, age, color. Examples are provided of rearranging adjectives into the proper sequence. Students are given exercises to practice identifying and ordering adjectives. The purpose is to help students learn to properly sequence adjectives when modifying nouns.
English 6 dlp 39 inferring different outcomesEDITHA HONRADEZ
ENGLISH ENGLISH
6
Module 39
A DepEd-BEAM Distance Learning Program supported by the Australian Agency for International Development
INFERRING DIFFERENT OUTCOMES
This document contains a weekly lesson plan for Grade 3 students focusing on the theme of "My Family and I". The lesson plan covers several learning objectives including oral language skills, reading fluency, spelling, composing different writing forms, grammar, vocabulary, listening comprehension, and developing a love of literacy. Over the course of three days, students will participate in activities like role playing conversations, reading stories aloud, identifying parts of a narrative text, and filling out forms. The goal is for students to enhance their communication skills and learn to appreciate family togetherness.
This document contains several short English grammar exercises on topics such as opposites, gerunds vs infinitives, common mistakes with adverbs, articles, confusing word pairs, identifying adverbs, and the difference between each other/one another. Each exercise provides 2-5 multiple choice questions testing understanding of grammar rules, followed by the answers. The exercises cover basic grammar concepts and common errors or areas of confusion.
English 6-dlp-8-decoding-meaning-of-unfamiliar-words-using-contextAlice Failano
This document provides guidance on using context clues to determine the meaning of unfamiliar words. It explains that context clues are found in the words surrounding an unfamiliar word. Several examples are provided where learners must analyze sentences to deduce the meanings of words in bold based on contextual hints. The document emphasizes that understanding a word's relationship to surrounding words is key to determining its definition. Learners are prompted to practice this skill on multiple examples and check their work against answer keys.
English 6-dlp-4-decoding-meaning-of-unfamiliar-words-using-structurAlice Failano
This module teaches learners how to determine the meaning of unfamiliar words using structural analysis, specifically by breaking words into prefixes and suffixes. It provides examples of common prefixes and their meanings, such as "under-" meaning less or less than average. Learners practice identifying prefixes, suffixes, and their meanings in sentences and words. Activities include forming new words by adding prefixes or suffixes to root words, using the new words in sentences, and self-checking answers.
English 6-dlp-5-words-with-affixes-prefixesAlice Failano
The document discusses prefixes and how they can be used to form new words. It provides examples of common prefixes like "un-", "in-", "dis-", "im-", and "ir-" which are often used to mean "opposite of" or "not". Learners are given exercises to practice identifying prefixes in words and using prefixes to complete sentences. The purpose is to help expand one's vocabulary through understanding and using prefixes.
English 6 dlp 46 using irregular adjectives in making comparisonsEDITHA HONRADEZ
This document discusses how to use irregular adjectives in comparisons. It provides examples of common irregular adjectives like good, bad, and much and explains how they form their comparative and superlative forms differently than regular adjectives by changing spelling or using entirely different words. Several exercises are included to practice identifying the positive, comparative, and superlative forms of irregular adjectives in sentences.
1) The document contains a table of specification for a third periodical test in English for Bagong Buhay B Elementary School. It outlines 7 objectives to be tested, the number of items and percentage of the test for each objective.
2) The test contains 50 multiple choice questions assessing students' English skills including use of pronouns, verbs, comprehension of passages.
3) The reading comprehension passage is about a boy named Ramon learning from his grandfather that showing kindness to animals like turtles is better than trying to force them to act.
1. The document provides a lesson on indefinite pronouns for English learners. It defines indefinite pronouns as pronouns that do not refer to specific persons, places, or things.
2. Examples of indefinite pronouns are provided such as everybody, nobody, both. The lesson explains that singular indefinite pronouns take singular verbs while plural indefinite pronouns take plural verbs.
3. Activities are included for students to practice identifying indefinite pronouns in sentences and selecting the correct verb form to agree with the indefinite pronoun. A test at the end allows students to check their understanding of indefinite pronouns.
English 6 dlp 37 inferring traits and characterEDITHA HONRADEZ
The document is a lesson about inferring character traits from dialog or situations. It provides examples for learners to practice identifying traits like hospitality, anger, worry, excitement and more. The lesson includes an activity with sample dialogs and situations where learners answer questions to identify traits like greed, revenge, laughter. It concludes with a test for learners to infer traits from short paragraphs and select the best trait from options like curious, patient, studious. The goal is to help learners develop the skill of inferring character traits.
1. The narrator takes a train ride and observes the diverse passengers around him, including a family of eight with young children. The efficient father of the family carefully counts money, lays out a banana leaf lunch for the family to eat, and helps his crying toddler after an accident.
2. The narrator reflects on humanity and Christianity in relation to encountering a begging old woman on the train. He questions whether donating to her out of obligation upholds Christian values or further degrades her situation.
3. Wearied by assuming responsibility for his neighbors' actions, the narrator turns his gaze to the distant clouds, remarking how each passenger minds their own business while suffering silently for the mistakes of
The document contains a series of questions about using different reference sources such as encyclopedias, dictionaries, atlases, and thesauruses. It asks which reference would be used to find specific types of information like biographies, pronunciations, maps, and synonyms. It also contains exercises on grammar, spelling, vocabulary, and punctuation.
This document provides an overview and examples of different grammar concepts including parts of speech, prepositions, verbs/adverbs, gerunds, sentence structure, conjunctions, commas, appositives, parenthetical phrases, passive/active voice, and colons. It includes examples and exercises for students to identify these concepts. Key information and examples are provided for each grammar topic to help students learn.
This document provides intervention materials for teaching English nouns. It includes guides, activities, assessments and references for students to learn about nouns. Specifically, it aims to help students identify and classify different types of nouns, including proper nouns, common nouns, abstract nouns, collective nouns, countable nouns and uncountable nouns. The materials include instruction cards, activity cards with exercises to identify and categorize nouns, and assessment cards to evaluate comprehension. The goal is to help students understand the different types of nouns and be able to distinguish between them.
This document contains an English proficiency test with multiple choice and sentence completion questions. It tests correct grammar usage, identifying grammatical errors, and subject-verb agreement. The test provides 15 rules for determining whether a subject takes a singular or plural verb form.
This document provides instructions for drawing a pig and interpreting different aspects of the drawing. It discusses how the orientation and number of legs can indicate whether the drawer is secure or insecure. The size of the ears shows how good of a listener one is. It also provides lessons on self-perception and understanding how others see you. Students are given tasks to describe themselves and have classmates describe them, then compare the descriptions. Questions are to be prepared about a assigned reading.
The document contains a short prayer thanking God for blessings and asking for peace, unity, safety, and love. It asks God to watch over people as they go about their daily activities and help them become the children he wants them to be. The prayer ends with "Amen."
TEN SETS OF COMMONLY MISUSEDCONFUSED TERMS (httpwww.grammaru.docxmattinsonjanel
TEN SETS OF COMMONLY MISUSED/CONFUSED TERMS (http://www.grammaruntied.com/?p=32)
In each pair/set, explain how you understand each word is defined. Be sure to include how each is used differently. Include a short sentence that demonstrates your knowledge of each word. DO NOT simply look up a word and list the definition (although you may if you need to, of course, as a starting point); you must also, however, show how YOU understand each term.
1. to, too, two
2. there, their, they’re
3. you’re, your
4. it’s, its
5. accept, except
6. affect, effect
7. than, then
8. allusion, illusion
9. allude, elude
10. elicit, illicit
BASIC ACADEMIC KEYWORDS (S.A.S.E.)
Again, explain how you understand each of the four listed acts of reading/writing. Be sure to include how each is used differently. Include your grasp of what each act involves and does not involve. DO NOT simply look up a word and list the definition (although you may if you need to, of course, as a starting point); you must also, however, show how YOU understand each term.
Summarize
Analysis
Synthesize
Evaluate
RHETORICAL APPEALS
Again, explain how you understand each of the four three concepts. DO NOT simply look up a word and list the definition (although you may if you need to, of course, as a starting point); you must also, however, show how YOU understand each term.
logos
pathos
ethos
Choose the word that completes each sentence in the most conventional way.
1. I absolutely refuse to (accept except) that my PS4 has been stolen.
2. I don't always like to take my grandmother's (advice advise), but in this case, she is definitely correct about that guy.
3. Do you know whether we will be (aloud allowed) to use our notes during the final exam?
4. The insurance adjuster just showed up to (apprise appraise) the damage to our car.
5. I really need to take some Tylenol; this headache is almost more than I can (bear bare).
6. I realize that it is none of my business, but your new haircut is extremely (bazaar bizarre).
7. After we are done with this activity, I think we will take a 15 minute (brake break).
8. Because it has so many sex scenes in it, that book was (censored censured) in most European countries.
9. The band's new lead guitarist simply couldn't get his fingers to form the correct C minor (cord chord).
10. Of (course coarse), your behavior is the real reason why she is so frustrated.
11. Luckily, Samantha was able to use comedy to (defuse diffuse) the tension of the situation.
12. If you want to sneak in to the concert, your movements must be (discreet discrete).
13.1 expect there to be a huge lightsaber (dual duel) at the end of the upcoming J.J. Abrams’ Star Wars movie.
14. In order to (ensure insure) that you will remember these new vocabulary terms, you need to find some ways to understand them on a personal level.
15. The best thing to do is put your late report in an (envelope envelo ...
This document provides a summary of key concepts in English grammar, including:
- The definition of a sentence and the three types of punctuation.
- Identifying subjects, predicates, and the four types of subjects.
- Forming plural nouns and irregular plurals.
- Five basic English sentence patterns involving subjects, verbs, objects, adverbs, and nouns.
- Analogies and how to identify the relationship between word pairs.
- Four types of sentences based on purpose and ending punctuation.
Class 2 CBSE English Sample Paper Model 1Sunaina Rawat
This document contains an English sample paper for class 2 with multiple questions testing grammar and language skills. It includes exercises on arranging words alphabetically, identifying odd ones out, underlining rhyming words, identifying singular or plural sentences, filling in blanks with has or have, using punctuation, naming homophones, framing sentences with should and should not, and making compound words. The sample paper tests a variety of foundational English concepts and provides practice for students in class 2.
Commas aren't as scary as they seem! This show demystifies the comma. Learn to use them correctly and increase clarity in your writing, get more jobs, and influence people.
This document provides vocabulary and grammar instruction on personal pronouns, demonstrative adjectives, and the present simple tense. It includes examples of replacing nouns with pronouns in sentences, practice identifying pronouns and demonstratives, a word search to find personal pronouns, and investigation of short a vowel sounds. Students are asked to write sentences using the present simple tense and answer questions about typical daily routines. The document aims to help students recognize and use pronouns, demonstratives, and present tense verbs.
Este curso de inglés está dirigido a personas adultas que buscan mejorar sus habilidades comunicativas en el idioma inglés. Este curso es una introducción a las bases gramaticales del idioma a través del desarrollo de actividades enfocadas en el Writing, Listening, Reading and Speaking. En el proyecto final los estudiantes serán capaces de aplicar los conceptos vistos para comunicar con oraciones simples en diferentes escenarios cotidianosEste curso de inglés está dirigido a personas adultas que buscan mejorar sus habilidades comunicativas en el idioma inglés. Este curso es una introducción a las bases gramaticales del idioma a través del desarrollo de actividades enfocadas en el Writing, Listening, Reading and Speaking. En el proyecto final los estudiantes serán capaces de aplicar los conceptos vistos para comunicar con oraciones simples en diferentes escenarios cotidianos
This virtual English course is designed for adult beginners and focuses on developing basic communication skills in listening, speaking, reading and writing English through practical activities over three weeks and 10 themes. The course takes a communicative approach and active learning model, where students take responsibility for their own learning. Themes covered include pronouns, articles, prepositions, nouns, adjectives, verbs, sentence structure, verb tenses, numbers and time, and Christmas vocabulary.
This document contains classroom materials and instructions for students, including warm-up writing prompts, vocabulary lessons, directions for independent reading and completing reading comprehension questions. It discusses the book The Explosion and has students analyze how different influences like a character's mother, father and hometown affected the main character Homer. Students are asked to make inferences, characterize characters, and discuss times they got in trouble.
The document outlines an English lesson for class 9 on determiners, beginning with an example story told with incorrect grammar to highlight the importance of determiners. It then defines determiners as words that give position to nouns and categorizes the six types of determiners. The lesson concludes by differentiating determiners from adjectives.
The document contains an English quiz with questions about figurative language, identifying figures of speech, and comprehending the short story "The Happy Prince". It tests understanding of concepts like simile, metaphor, personification, and asks students to analyze quotes and characters from the story. Examples are provided to help explain different types of biases, prejudices, and figurative devices assessed on the quiz.
The document provides guidance on proper subject-verb agreement in the English language. It lists 20 rules for determining whether a sentence requires a singular or plural verb form depending on the subject. Examples are provided to demonstrate how to apply the rules when analyzing different types of sentences. Activities with multiple choice questions test the reader's understanding of subject-verb agreement concepts.
This document outlines a lesson plan on the short story "The Gift of the Magi" by O. Henry. The objectives are for students to read and understand the story, answer questions, and identify lessons learned. It includes discussion questions about connecting to the text, character names and descriptions, setting, conflict, and themes. Students will watch a film of the story and complete a diagram comparing their family's Christmas traditions to those in the story. The lesson aims to teach students about making sacrifices for loved ones and the true meaning of gift-giving.
This document contains learning objectives and lesson plans for teaching English vocabulary and expressions related to quantities and locations. It includes objectives for classifying nouns, choosing accurate vocabulary, using quantifying determiners, prepositions, and expressions for asking and giving information. The lessons provide vocabulary exercises matching words to categories and pictures. They practice using determiners like "many, much, a lot of" and prepositions like "in, on, at." Students also complete and write dialogs asking for and giving information using these terms. The lessons aim to help students learn and practice important English grammar structures.
This document provides guidance for teachers on helping students improve their writing skills through the use of "Wow words" (vibrant vocabulary words). It suggests having students identify Wow words in examples and incorporate them into their own writing. Activities are outlined where students come up with story ideas and flesh them out using techniques like determining the 5Ws (who, what, where, when, why). Story maps and organizers are presented to help students define characters, events and other story elements. The overall goal is to deepen students' understanding of language and develop their creative writing.
Similar to Quarter 2 grammar bank for grade 7 english (20)
This document summarizes key points from a book on group dynamics and team success. It discusses three criteria for defining team success: completing tasks, maintaining social relations, and providing individual benefits. It also outlines conditions for team success, including group composition, task characteristics, group processes, and organizational context. Finally, it examines characteristics of successful teams such as clear goals and direction, leadership, appropriate tasks, necessary resources, and a supportive environment.
This document provides guidance on word stress patterns in English pronunciation. It outlines 10 rules for determining stress placement in words with different suffixes and compound words. The rules indicate that stress typically falls on the first syllable of nouns/adjectives with 2 syllables, the last syllable of 2-syllable verbs, the first part of compound nouns/adjectives, and the verb part of compound verbs. Exceptions are also noted. The purpose is to help non-native English speakers learn how to correctly stress words.
The document outlines the vision, mission, and core values of the Department of Education in the Philippines. The vision is for Filipinos to passionately love their country and realize their full potential through education. The mission is to provide quality, equitable, and complete basic education for all Filipinos in a supportive learning environment. The core values that guide the Department are being God-fearing, humanistic, environmentally conscious, and nationalistic.
Xandria Faith served as an SPG officer from 2015-2016. During her time as an officer, she worked closely with other SPG officers to plan and organize events for students. Faith helped lead the group in fulfilling its mission of bringing people together and creating a sense of community on campus.
This document discusses theories of language development including the learning perspective, nativist perspective, and interactionist perspective. It covers the prelinguistic, holophrase, telegraphic, and preschool periods of language development. Key topics include the acquisition of phonology, morphology, syntax, semantics and pragmatics. Environmental and biological factors that influence language learning are also addressed.
Daily lesson logs & subject allocation.pptx [autosaved]Matsy Tumacdang
The document provides guidance for using the Daily Lesson Log and Budgeted Lesson Template. It outlines that the Daily Lesson Log should be completed daily and cover a 5 day period from Monday to Friday. Dates should be included even for holidays or suspensions of classes. Teachers can complete the log using traditional plans, hard copies, or electronic devices. Principals should check logs twice a week and note whether teachers are completing them, while recognizing that classroom observation is needed to truly assess teaching and learning. The Budgeted Lesson Template should account for the school calendar and allocate time for topics based on the number of available days in each grading period. It works in conjunction with the Daily Lesson Log and can help principals super
Teachers have many duties and responsibilities including facilitating learning through functional lesson plans, daily activities, and updated instructional materials. They are responsible for teaching classes and preparing appropriate lessons plans and materials for their subjects. Teachers play a key role in students' education and must ensure they have everything needed to effectively educate their students.
1. The document describes 4 steps for using kernel sentences in teaching a topic: activating prior knowledge, providing an experience game, enriching the topic with more complex sentences, and assessing learning from groups to individuals.
2. It defines the characteristics of a kernel sentence as being simple, active, declarative, and conveying only one idea.
3. It provides examples of how multiple kernel sentences can be extracted from a single longer sentence, such as identifying 5 kernel sentences in a sentence about the aspects of success.
The document discusses kernel sentences, which are simple, active, and declarative sentences. It provides the example kernel sentences "Tests are short" and "(The) tests are good", which can be combined to form the sentence "Good tests are short". The document also discusses different definitions of success, including as an endeavor, freedom from unwanted habits, harmony, perfection, and health. It gives the example kernel sentence "I can reach my goal" to define success.
This document appears to be excerpts from a journal spanning 2015-2016. It includes entries for most months of that time period along with accompanying pictures. The pictures show the author participating in various school and community activities with friends and classmates such as brigada eskwela, validation days, outings, evangelical events, and holidays.
This document discusses the growth and development of exceptional children. It covers political philosophies that support children's rights, definitions of exceptional children, and attitudes developed by society toward exceptional children. Specifically, it addresses how society has viewed exceptional children differently over time, from rejection and institutionalization to greater acceptance and inclusion in recent decades. The document is presented by Matsy B. Tumacdang-Alvanto for an SPED 111 graduate course at the University of Cebu.
Educational placements for students with disabilities refer to the amount of time per school day a student spends in a resource or general education classroom. The school district is required to have a range of placement options, including teaching students in the general education classroom, to meet each child's needs.
This document discusses the ongoing debate between nature (innateness/heredity) and nurture (environmental influences) in human development. It provides an overview of the nature vs. nurture perspectives and defines key terms. The author then discusses specific issues in the debate like language acquisition and intelligence. While few take extreme positions, most experts agree both nature and nurture play a role, though recent surveys show more believe nurture has a greater influence. The document raises questions about implications for education and classroom management.
The document discusses the criteria for defining team success, which are: completing the task, maintaining social relations among team members, and providing individual benefits to members. It also outlines the conditions for team success, including proper group composition with the right skills for the task, tasks that are well-suited for a team, effective group processes, and an organizational context that supports the team. Finally, it identifies characteristics of successful teams such as clear goals and direction, good leadership, necessary resources, and a supportive environment.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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 Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Quarter 2 grammar bank for grade 7 english
1. NAME:__________________________________
LESSON 1: HOW OTHERS SEE ME
SUMMARY TEST #1 DATE: Sept. 05, 2016
TEXT: THE CENTIPEDE BY RONY DIAZ
GRAMMAR FOCUS: ARTICLES
Exercise: Fill in the blanks with A or An.
1. Aida is .elder sister in the “ The Centipede” story.
2. Eddie is ____young boy.
3. Is Rony Diaz_____ author?
4. A centipede is ______ poisonous reptile.
5. Is that _______insect?
6. Is _______ centipede dangerous?
7. Mustang is _____American brand.
8. I use __________eraser to erase my wrong answer.
9. Bulletin Today is ______popular news company.
10. Who is_______ swimmer here?.
11. It's _________honor to meet you.
12. Nora Aunor is__________ actress.
13. Grammar Bank is______ educational website.
14. Eddie is _________ child.
15. Not doing to others what we do not want to be done to us is _____golden rule.
PERFORMANCE: 10 points
1. Write a 5-10 sentence-paragraph entitled; “My likes and dislikes”
2.Alternative output: Draw the largest living centipede in the world and describe it through a
mindmap.
E.g.
Scolopendra gigantea
Amazonian giant centipede is the largest living species of centipede in the world.
Prepared by Matsy B. Tumacdang-Alvanto,SY 2016-2017
Girls dislike it
because it’s
toxic.
Brave boys
like to play
with it.
Common
centipedes
could grow a
hundred legs
Giant
centipedes
could grow up
to 200 legs
2. NAME:__________________________________
LESSON 2: VALUING MY FAMILY BY FRANCISCO ARCELLANO
SUMMARY TEST #2 DATE: SEPT. O8, 2016
TEXT: THE MATS BY FRANCISCO ARCELLANO
GRAMMAR FOCUS: QUANTIFIERS
Quantifiers state precisely or suggest approximately the amount or the number of a noun. (They
quantify) They can be grouped by the noun types they quantify. These expressions are mainly “some,
any, many, much, a lot of, a little, a few …etc.
Complete the following exercise with correct quantifiers.
1-3. We are going to be late. There is too (much / many) traffic.
Yeah, the (amount / number) of people driving is incredible.
I've never seen this (much / many) cars.
4-5. Can you bring soda to the picnic? I don't have (some / any).
Yeah, I think I've got (some / any) left over from the party.
6-9. How do you feel about your new job? Do you have as (much /
many) responsibilities as you used to?
The job is great. I have about the same (amount / number) of
work to do as before, but I have (less / fewer) stress and
(less / fewer) problems.
10. How do you think you did on the test? I think I did (little / a little)
better than last time.
Identify the correct figure of speech suggested in each sentence
• 11. She is the apple of my eye
o A. Simile
o B. Metaphor
• 12. Father Anthony cried a river of
tears.
o A. Personification
o B. Hyperbole
• 13. My mother is like a star in the sky.
o A. Simile
o B. Personification
• 14. The trees are dancing together with
the wind.
o A. Personification
o B. Simile
• 15. His new shoes
were so big they
looked like boats.
• A. Assonance
• B. Simile
1 6. Before the storm, the sky got as dark as
midnight.
• A. Metaphor
• B. Simile
17. The big, brown bear bounded over the
stream.
• A. Onomatopoeia
• B. Alliteration
18. The clang of the bell woke the sleeping dog.
• A. Onomatopoeia
• B. Metaphor
19. Life is a roller coaster.
• A. Simile
• B. Metaphor
20. Don’t bang the door, please!
* Onomatopoeia
* Synecdoche
PERFORMANCE: “About My Family”
Prepared by Matsy B. Tumacdang-Alvanto,SY 2016-2017
3. NAME:__________________________________
LESSON 3: RECONCILLING THE PAST AND THE FUTURE
SUMMARY TEST # 3 DATE: SEPT. 15, 2016
TEXT: HOW MY BROTHER LEON BROUGHT HOME A WIFE? BY MANUEL ARGUILLA
GRAMMAR FOCUS: NOUN COMPLEMENTS: PREDICATE NOUN/PREDICATE ADJECTIVE
A Predicate Noun is a noun that follows linking verb.
A Predicate Adjective is an adjective that follows a linking verb.
Tell whether the underlined word is a predicate noun or a predicate adjective.
1. The story is a nice.
PN
PV
2. The father of Leon appears
difficult.
PN
PA
3. The script seems long.
PN
PA
4. The is full.
PN
PA
5. The director appears
angry.
PN
PA
6. Anthony is the hero.
PN
PA
7. He is brave.
PN
PA
8. Jennifer is the princess.
PN
PA
9. She seems calm.
PN
PA
10. I am nervous.
PN
PA
11. This costume is strange.
PN
PA
12. Sandra's costume is
funny.
PN
PA
13. She is a clown.
PN
PA
14. Mike's costume was big.
PN
PA
15. The sleeves seemed long.
PN
PA
16. The audience seemed
quiet.
PN
PA
17. The lights are bright..
PN
PA
18. The actors are students.
PN
PA
19. The curtain is blue.
PN
PA
20. Chris is the announcer.
PN
PA
PERFORMANCE: Make a character analysis by writing either noun or adjective complements
1. Maria is a ______________________ .
2. Leon loves _____________ very much.
3. Leon’s dad is _____________ at that time.
4. Baldo is the _______________of Leon.
5. The farm looks _________
LESSON 4: LOVING IS GIVING
SUMMARY TEST # 4 DATE: SEPT. 22, 2016
TEXT: THE WEDDING DANCE BY AMADOR DAGUIO
GRAMMAR FOCUS: NOUN COMPLEMENTS: VERB COMPLEMENTS
Prepared by Matsy B. Tumacdang-Alvanto,SY 2016-2017
4. NAME:__________________________________
A verb complement is the arrangement of one verb as the object of another verb. This happens three
ways in English:
A. With infinitives. Underline the infinitives in the following sentences.
1. She asked him to leave.
2. I wanted to leave.
3. I helped him to leave.
4. I stopped for the child to cross the street.
B. With gerunds. Circle the gerund in the following sentences.
5. Awiyao considered leaving his skillful wife.
6. Lumnay regretted her pleading with her husband .
7. They decided on leaving and freeing each other.
C. With noun clauses. Box the noun clauses in the following sentences.
8. Awiyao insisted that he would leave for Malidumay.
9. Lumnay wondered why he was asking to marry another woman.
10. Lumnay acknowledged that she couldn’t give Awiyao a son.
11. She didn’t know that her husband had chosen to be influenced by the tribe’s belief.
12. She decided that she would let go of Awiyao for the sake of her love for him.
A gerund is a verb in its ing (present participle) form that functions as a noun that names an activity
rather than a person or thing. Any action verb can be made into a gerund.
An infinitive is a verb form that acts as other parts of speech in a sentence. It is formed with to + base
form of the verb. Ex: to buy, to work.
Choose the correct gerund or infinitive from the parenthesis at the end of the sentence.
13. Robert can’t stand _________ on trains. (riding/ to ride)
14. Nathaniel enjoys _________ people out to dinner. (inviting / to invite)
15. In the old days, gentlemen challenged their rivals _______. (fighting / to fight)
16. As the famous saying goes, there’s no use ______ over spilt milk. (crying / to cry)
17. Joshua stopped _________ his shoelace. Wait for him. (tying / to tie)
18. My mom always volunteers ___________ cakes for PTA meetings. (baking / to bake)
19. Don’t waste my time ___________ about your worries. (complaining/ to complain)
20. Anton is having trouble _________ on the exam. (concentrating / to concentrate
PERFORMANCE: Perform a dance in the classroom. (10 points)
Alternative output: Make a big book out of the plot of the given story
LESSON 5: CREATING CHANCES
SUMMARY TEST # 5 DATE: SEPT. 29, 2016
TEXT: THE BREAD OF SALT
FOCUS: FIGURES OF SPEECH
1. IDENTIFY WHAT FIGURE OF SPEECH IS BEING DESCRIBED. CHOOSE FROM THE BOX
Prepared by Matsy B. Tumacdang-Alvanto,SY 2016-2017
5. NAME:__________________________________
_________1. an indirect comparison of two different things using the words like /as
_________2. direct comparison of different things
_________3. human qualities are given or attributed to objects
_________4. an idea that is exaggerated
_________5. putting together contradictory words
_________6. the use of a part to represent a whole
__________7. an idea is represented in a lesser degree
__________8 use of words that suggest the opposite meaning
__________9. sound produced by the word as its meaning
__________10. sound produced by repetition of initial consonant
PERFORMACE: Write a short paragraph with a title; “FIRST IMPRESSIONS LAST”
ALTERNATIVE OUTPUT: Search a review of the given story and then comment whether you agree or not.
“
An example is given below:
The story concerns the character of a fourteen-year-old boy, a dynamic protagonist, who is filled with dreams and
fantasies driven by his admiration for a girl named Aida. Throughout the whole passage, he thinks of Aida every time,
including the time when he does his morning ritual (more like a chore) of buying fresh from the oven pan de sal which
he calls bread of salt. This infatuation ends in a dreadful instance of embarrassment when he is caught by Aida,
slipping some sweets, which “appeared like whole egg yolks that had been dipped in honey and peppermint”, under
his shirt. But what does it imply about the character’s conclusion that he is not suited for Aida when it is merely a one-
sided conjecture? What role does the bread of salt play in the dissection of the text? What is the deeper context of
the story? To answer the former queries, theme and point of view (and its interpretation using the character’s
background) of the story are explored. Through the tone of writing, the protagonist’s inner viewpoint and emotions are
also analyzed to make sense of the positioning of the thematic opposition in the story’s meaning.
Reviewed by Jeremy Ramos, @2015
LESSON 6: COPING WITH CHALLENGES
SUMMARY TEST # 6 DATE: OCTOBER 4, 2016
TEXT: THE BABY IN THE BOTTLE
FOCUS: KERNEL SENTENCE
In transformational grammar, a kernel sentence is a simple declarative construction with only one verb.
A kernel sentence is always active and affirmative ...
1. Kernel or Not Kernel? Write K before each number below if the sentence contains only
one idea or information, NK if does not.
_______1. Not all forms of bad stress can become good stress.
___>>__2. It is possible to change your perception of some of the stressors in your life, and
this shift in perception can change your experience of stress!
_______3. This is because the body's stress response reacts strongly to perceived threats.
Prepared by Matsy B. Tumacdang-Alvanto,SY 2016-2017
Simile , metaphor; personification; hyperbole
oxymoron; synechdoche; understatement;
irony; onomatopoeiea; alliteration
6. NAME:__________________________________
_______4. If you don't perceive something as a threat, there is generally no threat-based
stress response.
_______5. If you perceive something as a challenge, the fear your would normally
experience may turn into excitement and anticipation, or at least steeled resolve.
_______6. You can often make the shift in perception by focusing on resources, seeing the
hidden potential benefits of a situation, and reminding yourself of your strengths.
_______7 Getting into the habit of thinking like an optimist can also help.
_______8. Once you are in the practice of looking at things as challenges more often, it
becomes more automatic.
_______9. Overall, it's important to have good stress in your life.
_______10. By making the effort to cut out as much chronic stress as possible, changing your
perception of stress where you can, and adding some positive activities in the mix to promote
eustress, you can create a nice balance of good stress in your life.
11. Match the given vocabulary with its corresponding meaning on the other column.
COLUMN A COLUMN B
______11. bottle up a. give up an attempt at something after losing one's nerve
______12. bottle down b. having a lot of physical pressure or force on it
______13. depression c. state of low mood and aversion to activity that can affect a
person's thoughts, behavior, feelings and sense of well-being.[1]
Depre
______14. bottle out d. to begin to live a quieter life by getting married or staying
permanently in a place
______15. stressed e. to contain or suppress something, especially emotions, and
not express or reveal them: If you keep bottling up what you're
thinking, we'll never be able to help you. I was angry, but I
bottled my feelings up.
PERFORMANCE: Write a 5 sentence paragraph what you do when you are bottled up?
LESSON 7: RECOGNIZING BEAUTY
SUMMARY # 7 DATE: OCTOBER 11, 2016
TEXT: BLOG FOR MANILA BAY
GRAMMAR FOCUS: EMBEDDED CLAUSES
Prepared by Matsy B. Tumacdang-Alvanto,SY 2016-2017
7. NAME:__________________________________
LESSON 8: THOSE I LOVE
Summary # 8 DATE: OCTOBER 19, 2016
TEXT: TYPES OF LOVE/BONSAI BY EDITH TIEMPO
Prepared by Matsy B. Tumacdang-Alvanto,SY 2016-2017
PERFORMANCE Make a blog about Manila bay.
8. NAME:__________________________________
GRAMMAR FOCUS: DIRECT AND INDIRECT OBJECT
There are two types of objects: direct and indirect objects:
Direct object
A direct object answers the question "what?" or "whom?"
Examples:
• Danilo painted the tomb → the tomb is the direct object of the verb painted. ( What did Danilo
paint?)
• Jose invited Maura to the party → Maura is the direct object of the verb invited. (Whom did
he invite?)
Indirect Object
An indirect object answers the question "to whom?", "for whom?", "for what?"...
An indirect object is the recipient of the direct object, or an otherwise affected participant in the
event. There must be a direct object for an indirect object to be placed in a sentence. In other
words an indirect object cannot exist without a direct object.
Examples:
• They sent him a postcard - him is the indirect object of the verb sent. (To whom did they send a
postcard?)
• He bought his son a bike - his son is the indirect object of the verb bought. (For whom did he
buy a bike?)
•
1. Decide whether the words in bold are subjects, direct objects or indirect objects
1. She sent her friend an email .
2. Sally will help you with your housework
3. . Where did you put the keys?
4. He gave them a bag full of money.
5. Alice wrote a book on the French
revolution .
6. I need your help. He offered her a
flower.
7. My father bought us a new TV set. John
sold me his car
8. . I wish you good luck
9. I owe you an apology
10. He played soccer with his
friends yesterday.
11. I wish you happiness
12. I always lend him money, but he
never pays me back.
13. Show me your photo album
14. Will you give me the book
15. The teacher gave us
16. a lot of homework.
17. They ate chicken for dinner.
18. He bought her a nice necklace
19. I sent them an email
20. They offered me a job
Prepared by Matsy B. Tumacdang-Alvanto,SY 2016-2017
9. NAME:__________________________________
11. PERFORMANCE: Continue the following
sentences:
1. Ilove my parents because___________
________________________________________
2. I love God because__________________
3 I love you if ________________________
4. The “if” kind of love is called __________
5. Greek literature classifies love into three
types. They are filial love, eros love and
_________________________________________.
LESSON 9: WHEN I STRUGGLE
SUMMARY # 9 DATE: NOVEMBER 07, 2016
TEXT: “IF YOU WANT TO KNOW WHAT WE ARE” BY CARLOS BULUSAN
GRAMMAR FOCUS: CONDITIONAL SENTENCE
If means on (the) condition that, provided (that), providing (that
), presuming (that), supposing (that), assuming (that), as long as...
Example:
If I am free this evening, I will watch the match.
Unless
Unless means except if.
Example:
You will feel cold unless you wear a warm jacket.
If and unless in conditional sentences
Both if and unless are used to introduce conditional sentences
1. ATTACH THE TRANSITION WORDS “IF” OR “UNLESS” WITH THE GIVEN CLAUSES IN THE
FOLLOWING SENTENCES, THEN UNDERLINE THE MAIN CLAUSE.
1. Unless you help me, I'll be unable to do it .
2. If I meet him, I'll tell him the whole truth.
3. You won't get well unless you stop smoking.
4. Unless you exercise regularly, you won't be able to lose some weight.
5. If you exercise regularly, you'll lose some weight.
6. The teacher will be furious if you don't the homework.
Prepared by Matsy B. Tumacdang-Alvanto,SY 2016-2017
10. NAME:__________________________________
7. You can't go on vacation if you don't save some money.
8. You will feel cold unless you wear a warm jacket.
9. We'll arrive on time if we hurry.
10. Don't call me unless it's an emergency.
PART 2
. Decide which of the sentences below is conditional type 1, 2 & 3 :
1. If I were rich, I would travel around the world. Conditional 2
2. She wouldn't have missed the train if she had woken up earlier. Conditional 3
3. I’ll watch the film if I finish early. Conditional 1
Put the verbs in brackets in the correct tense (conditional 1):
4. If I (finish) finish early, I will call you.
5 (catch) would catch/'d catch the 9:00 train if I hurry up .
6. She will know the answer, if she (try) tries to understand.
Prepared by Matsy B. Tumacdang-Alvanto,SY 2016-2017
11. NAME:__________________________________
Put the verbs in brackets in the correct tense (conditional 2):
7. If I (be) were/was a star, I would help the needy.
8. He (buy) would buy/'d buy a house if he had a job.
9. She (be) would be/'d be happy, if she marries him .
Put the verbs in brackets in the correct tense (conditional 3):
10. If he (be) had been/'d been careful, he would not be have had that terrible accident.
11. I (pass) would have passed/'d have passed the exam if I had worked hard .
12. Her father would not have died, if he (go) had gone/'d gone to the doctor.
Choose the correct answer:
13. If I (wake up) wake up early, I’ll go jogging.
14. He (visit) will visit his uncle, if he finishes early.
15. If she had taken care of her son, he (not/become) would not have become a criminal
PERFORMANCE: CONTINUE THE FOLLOWING SENTENCES, THEN CHOOSE ONE IDEA TO ELABORATE IN
3-5 SENTENCE PARAGRAPH. (Total points= 10 points)
.1. If I were a billionaire, I _________________________________
2. If you ask me who am I, I will say_________________________.
3. If I finish my studies, I will ______________________________.
4. If I go to the market, I will ______________________________.
5 If I were the president, I would ___________________________.
Prepared by Matsy B. Tumacdang-Alvanto,SY 2016-2017
13. NAME:__________________________________
1. HOW OTHERS SEE ME? SEPTEMBER 05,
2016
THE CENTIPEDE BY
RONY V. DIAZ
ARTICLES
2 VALUING MY FAMILY SEPTEMBER 08,
2016
THE MATS BY
FRANCISCO
ARCELLANO
QUANTIFIERS
3 RECONCILLING THE PAST
AND THE FUTURE
SEPTEMBER 15,
2016
HOW MY BROTHER
LEON BROUGHT HOME
A WIFE BY MANUEL
ARGUILLA
NOUN COMPLEMENTS:
PREDICATE
NOUN/PREDICATE
ADJECTIVE
4. LOVING IS GIVING SEPTEMBER 22,
2016
THE WEDDING DANCE
BY AMADOR DAGUIO
VERB COMPLEMENTS:
INFINITIVE & GREUND
5 LESSON 5: CREATING
CHANCES
DATE: SEPT. 29,
2016
TEXT: THE BREAD OF
SALT BY NVM
GONZALES, 1958
FOCUS: FIGURES OF
SPEECH
6 LESSON 6: COPING WITH
CHALLENGES
DATE: OCTOBER 4,
2016
TEXT: THE BABY IN THE
BOTTLE BY BENJAMIN
BAUTISTA
FOCUS: KERNEL
SENTENCE
7 LESSON 7: RECOGNIZING
BEAUTY
DATE: OCTOBER
11, 2016
TEXT: MOONLIGHT ON
MANILA BAY BY
FERNANDO M.
MARAMAG, 1912
GRAMMAR FOCUS:
EMBEDDED CLAUSES
8 LESSON 8: THOSE I LOVE DATE: OCTOBER
19, 2016
TEXT: TYPES OF
LOVE/BONSAI BY EDITH
TIEMPO
GRAMMAR FOCUS:
DIRECT AND INDIRECT
OBJECT
9 LESSON 9: WHEN I
STRUGGLE
DATE: NOVEMBER
04/07, 2016
TEXT: “IF YOU WANT
TO KNOW WHAT WE
ARE” BY CARLOS
BULUSAN
GRAMMAR FOCUS:
CONDITIONAL
SENTENCE
Prepared by Matsy B. Tumacdang-Alvanto,SY 2016-2017