II Output of students
1.Anza Juvilyn
2.Azarcon Kimberly
3.Bangquia Jobert
4.Bargayo Jonalyn
5.Brilliantes Rona ma
6.Caspasio Katlyn
7.Catoto Sunshine
8.Delacruz Kimberly
9.Dimalay Janine
10.Espadero Reabell
11.Estribillo Grace Joy
12.Gantes Mae
13.Grospe Jacinth
14.Gavilan Arfi
15.Julaila Jasabel
16.Lacro Danna Grace
17.Lopez Ruby Jean
18.Makilan Angeline
19.Marcos Emie
20.Rabanos Frangklin
21.Paral Joy Pearl
22.Tallioder Kristin
23. Dua Dua Chessa Mae
Tuesday, March 13, 2012
Monday, March 12, 2012
Chapter-8
Miscellaneous Problem in usage
Sealed batteries normally operate at slight positive pressure. They are fitted with overpressure valves which operate should the battery be overcharged. Defective valves are possible, and a valve can open under an overcharge and not reclose. This failure is usually recorded by a fine white powder that exits through the valve and is deposited on the case.
Miscellaneous Problem in usage
Sealed batteries normally operate at slight positive pressure. They are fitted with overpressure valves which operate should the battery be overcharged. Defective valves are possible, and a valve can open under an overcharge and not reclose. This failure is usually recorded by a fine white powder that exits through the valve and is deposited on the case.
Chapter-7
Adjective and Adverb Usage
An adjective is simply a word which modifies the noun it is related to. Adjectives usually come before the modified noun. An adjective could also be a phrase or a clause instead of being a single word. John bought a blue shirt. (single word) Last night, a man in a blue coat stole my wallet. (phrase) I love the car which just crossed the street. (clause)
Adjective and Adverb Usage
An adjective is simply a word which modifies the noun it is related to. Adjectives usually come before the modified noun. An adjective could also be a phrase or a clause instead of being a single word. John bought a blue shirt. (single word) Last night, a man in a blue coat stole my wallet. (phrase) I love the car which just crossed the street. (clause)
Chapter-6
Pronoun and Antecedent Agrement
The noun or noun substitute that a pronoun refers to is called its antecedent. Pronouns
should agree in number, person and gender with their antecedents. If the antecedent is
singular, the pronoun should be singular. If the antecedent is plural, the pronoun should
be plural
Pronoun and Antecedent Agrement
The noun or noun substitute that a pronoun refers to is called its antecedent. Pronouns
should agree in number, person and gender with their antecedents. If the antecedent is
singular, the pronoun should be singular. If the antecedent is plural, the pronoun should
be plural
Chapter-5
Subject and Verb Agreement
Your subject-verb agreement is most likely fine when the subject is close to the verb, as it is here: “The rolling gurney is about to crash into the unwary sign writer!” The singular subject gurney pairs up with the singular verb is. I’m certain, though, that you sometimes commit a ghastly grammar goof when the subject is far from the verb. Be especially careful of compound subjects, which contain an and. Amnesiac writers forget about the first part of their subject, so they use the wrong verb. This was certainly the problem on Doctor Doofus’ phone system; the compound subject “patience and consideration” belongs with are, not is.
Subject and Verb Agreement
Your subject-verb agreement is most likely fine when the subject is close to the verb, as it is here: “The rolling gurney is about to crash into the unwary sign writer!” The singular subject gurney pairs up with the singular verb is. I’m certain, though, that you sometimes commit a ghastly grammar goof when the subject is far from the verb. Be especially careful of compound subjects, which contain an and. Amnesiac writers forget about the first part of their subject, so they use the wrong verb. This was certainly the problem on Doctor Doofus’ phone system; the compound subject “patience and consideration” belongs with are, not is.
Chapte-4
Pronoun Usage
As many of you may be aware, I have my bachelor's and an M.A. in English literature, and I often teach introduction to composition at the local community college in addition to ministry. I'm teaching again this fall, and am thinking over my point of view about pronouns, specifically the use of "they" as a singular gender-neutral third-person pronoun
Pronoun Usage
As many of you may be aware, I have my bachelor's and an M.A. in English literature, and I often teach introduction to composition at the local community college in addition to ministry. I'm teaching again this fall, and am thinking over my point of view about pronouns, specifically the use of "they" as a singular gender-neutral third-person pronoun
Chapter-3
Verb Usage
A common error that appears in the writing of UTEP students is verb tense usage. A common mistake is to switch tense throughout one’s essay, sometimes using a present form while using a past form at other points. This is complicated by the fact that different citation styles have different rules for verb usage, with MLA preferring present tense (i.e. Daniels says) and APA preferring past tense (i.e. Daniels said). It is important to be consistent throughout your writing projects by using the same tense throughout.
Verb Usage
A common error that appears in the writing of UTEP students is verb tense usage. A common mistake is to switch tense throughout one’s essay, sometimes using a present form while using a past form at other points. This is complicated by the fact that different citation styles have different rules for verb usage, with MLA preferring present tense (i.e. Daniels says) and APA preferring past tense (i.e. Daniels said). It is important to be consistent throughout your writing projects by using the same tense throughout.
Chapter-2
Levels of Usage
It is crucial to learn to differentiate between levels of usage; essays and reports require a more formally constructed language than everyday speech. It is all too easy to pepper written work with colloquial phrases or weak constructions that come naturally to mind but are incorrect or inadequate in the context of formal writing.
Language is sometimes rather arbitrarily divided into three major styles: formal, informal, and popular (vulgar). While there is some overlap between them, they operate under different conditions and achieve different ends.
Levels of Usage
It is crucial to learn to differentiate between levels of usage; essays and reports require a more formally constructed language than everyday speech. It is all too easy to pepper written work with colloquial phrases or weak constructions that come naturally to mind but are incorrect or inadequate in the context of formal writing.
Language is sometimes rather arbitrarily divided into three major styles: formal, informal, and popular (vulgar). While there is some overlap between them, they operate under different conditions and achieve different ends.
Chapter-1
Avoiding sentence errors.
My reflection about avoiding sentence error.they are very necessaries in our daily life
and especially in the students.we can allays use it in a paper works so that our output is incorrect form. and aside from that it is very egger to reading as one of the students in English class, in matter of avoiding in Englishhave a big advantage constructing sentence.
Avoiding sentence errors.
My reflection about avoiding sentence error.they are very necessaries in our daily life
and especially in the students.we can allays use it in a paper works so that our output is incorrect form. and aside from that it is very egger to reading as one of the students in English class, in matter of avoiding in Englishhave a big advantage constructing sentence.
Wednesday, March 7, 2012
V.INTEGRATION FOR SUSTAINABLE DEVELOPMENT IN ENGLISH 121
Advancing Sustainable Development through innovative integration of
English Language Learning and Information Technology
It is over twelve years since heads of state met for the United Nations Conference on
Environment and Development (UNCED) in Rio (Earth Summit 1992), creating Agenda
21 as a plan for achieving sustainable development in the 21st century. Worldwide,
governments agreed then that 'education needs to lead to an informed and involved
global citizenry with the creative problem-solving skills, scientific and social literacy,
and the commitment to engage in responsible individual and cooperative actions.’
178 nations adopted these plans to include such
Education for Sustainability in their curricula. Today,
despite having these concepts enshrined in national
curricula around the world, translating these global
concepts into schools and classrooms has proven
tricky. Traditional 'chalk and talk' teachers are
resistant to relinquishing control of the learning
process to the students and taking a new role as
facilitator. Also sustainability cuts across traditional
disciplines. Agenda 21, Chapter 36 requires schools to
go beyond education about issues and to engage students critically in active problem
solving.
The Living Classroom Network, an initiative of the EON Foundation, proposes an
effective, affordable and engaging means to deliver on the aspirations of Chapter 36,
Agenda 21 through an "English for Sustainability" education strategy. This approach is
new innovative, pragmatic and proven.
Working alongside local businesses, schools and communities, the strategy involves
implementing student centred and globally connected community-based projects,
which integrate English for international communication with education for
sustainability and the use of information technology. The focus is on developing
regional capacity to communicate on individual and cooperative actions that work
towards an economically prosperous and environmentally sound future for all
societies.
The methodology includes challenging students to use English in a real life situation to
gain knowledge, develop skills, and reflect on attitudes and actions. Students from
around the world are linked electronically through a unique online communications
platform developed in collaboration with Auckland University of Technology. They
engage in collective, individual and collaborative activities that are designed to
enhance understanding of and action towards a sustainable future
EON realises there are many paths toward sustainability. We therefore welcome
partnerships with many diverse organisations.
Advancing Sustainable Development through innovative integration of
English Language Learning and Information Technology
It is over twelve years since heads of state met for the United Nations Conference on
Environment and Development (UNCED) in Rio (Earth Summit 1992), creating Agenda
21 as a plan for achieving sustainable development in the 21st century. Worldwide,
governments agreed then that 'education needs to lead to an informed and involved
global citizenry with the creative problem-solving skills, scientific and social literacy,
and the commitment to engage in responsible individual and cooperative actions.’
178 nations adopted these plans to include such
Education for Sustainability in their curricula. Today,
despite having these concepts enshrined in national
curricula around the world, translating these global
concepts into schools and classrooms has proven
tricky. Traditional 'chalk and talk' teachers are
process to the students and taking a new role as
facilitator. Also sustainability cuts across traditional
disciplines. Agenda 21, Chapter 36 requires schools to
go beyond education about issues and to engage students critically in active problem
solving.
The Living Classroom Network, an initiative of the EON Foundation, proposes an
effective, affordable and engaging means to deliver on the aspirations of Chapter 36,
Agenda 21 through an "English for Sustainability" education strategy. This approach is
new innovative, pragmatic and proven.
Working alongside local businesses, schools and communities, the strategy involves
implementing student centred and globally connected community-based projects,
which integrate English for international communication with education for
sustainability and the use of information technology. The focus is on developing
regional capacity to communicate on individual and cooperative actions that work
towards an economically prosperous and environmentally sound future for all
societies.
The methodology includes challenging students to use English in a real life situation to
gain knowledge, develop skills, and reflect on attitudes and actions. Students from
around the world are linked electronically through a unique online communications
platform developed in collaboration with Auckland University of Technology. They
engage in collective, individual and collaborative activities that are designed to
enhance understanding of and action towards a sustainable future
EON realises there are many paths toward sustainability. We therefore welcome
partnerships with many diverse organisations.
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