MATATAG K TO 10 CURRICULUM OF THE K TO 12 PROGRAM LANGUAGE GRADE 1
This document outlines the K-12 English curriculum guide published by the Department of Education of the Philippines in May 2016. It discusses the philosophy, guiding principles, needs of learners, outcomes and conceptual framework for the English curriculum. The curriculum aims to develop students' communicative competence and multiliteracies. It is designed based on principles of spiral progression, interaction, integration, learner-centeredness and contextualization. The goals are for students to effectively interact with others, understand other content areas, and be prepared for their future careers through strengthened English language skills.
The document is the K to 12 English Curriculum Guide published by the Department of Education of the Philippines in May 2016. It outlines the philosophy, guiding principles, and context for the English curriculum. The philosophy states that language is central to intellectual, social, and emotional development. The principles indicate that language acquisition is an active lifelong process and learners benefit from engaging with a variety of texts. It also notes that today's students, known as Generation Z, have grown up with ubiquitous technology and short attention spans due to extensive technology use.
This document outlines the K-12 English curriculum guide published by the Department of Education of the Philippines in May 2016. It discusses the philosophy, guiding principles, needs of learners, outcomes and conceptual framework for the English curriculum. The curriculum aims to develop students' communicative competence and multiliteracies. It is designed based on principles of spiral progression, interaction, integration, learner-centeredness and contextualization. The goals are for students to effectively interact with others, understand other content areas, and be prepared for their future careers through strengthened English language skills.
The document is the K to 12 English Curriculum Guide published by the Department of Education of the Philippines in May 2016. It outlines the philosophy, guiding principles, and context for the English curriculum. The philosophy states that language is central to intellectual, social, and emotional development. The principles indicate that language acquisition is an active lifelong process and learners benefit from engaging with a variety of texts. It also emphasizes developing communicative competence and critical literacy. Finally, the context discusses the characteristics of Generation Z learners who have grown up with ubiquitous technology and short attention spans but are also creative, collaborative, and more technologically savvy than previous generations.
It outlines the objectives and aims of teaching English as a second language to enable students to use the language for further studies and work. It describes the curriculum content including learning outcomes, language content, and educational emphases. The document then provides details of the learning outcomes and language skills to be achieved by students at three different levels, along with examples and activities. It also lists the themes and topics to be covered in Form 1, such as people, environment, social issues, values, health, and technology.
The document provides an overview of the K-12 English curriculum guide in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, conceptual framework, and assessment approach. The curriculum is designed to develop students' communicative competence and multiliteracies through an integrated approach focused on interaction, construction of meaning, and learner-centeredness. It emphasizes developing understanding of language, culture, and effective language use strategies. Assessment is designed to evaluate students' actual language performance in a holistic and developmental manner.
The document provides curriculum specifications for the English language syllabus for Form 5 in Malaysia. It outlines four key areas: 1) Learning outcomes and specifications for the three areas of language use - interpersonal, informational, and aesthetic. The interpersonal section focuses on developing conversational skills. 2) Contexts for teaching include topics like careers, environment, social issues, health, and science & technology. 3) Objectives are to develop students' ability to converse, obtain and share information, read for enjoyment, and develop moral values. 4) Considerations for teaching emphasize planning integrated lessons around topics, focusing on learner needs, repetition to reinforce learning, and evaluation.
This document provides curriculum specifications for teaching English to Form 5 students in Malaysia. It outlines learning outcomes, language content, and considerations for teaching. The learning outcomes focus on using English for interpersonal, informational, and aesthetic purposes. Examples of contexts for teaching include careers, the environment, social issues, health, and science/technology. The objectives are to enable students to have conversations, obtain and present information, read for enjoyment, and develop moral values. The document provides guidance on language skills, grammar, vocabulary, and emphasizes learner-centeredness and real-world application.
Teaching and Learning Languages and Literacies: Responding to the MTB-MLE Challenge by Paraluman R. Giron, Ed.d., Roderick Aguirre, MAT, ETC.
1. The document analyzes the National Curriculum for Foreign Languages (NAP) produced in Argentina in 2012. 2. The key concept developed by the NAP is a plurilingual and intercultural perspective for teaching foreign languages that considers the specific elements of each language and the sociocultural identity development of children. 3. The NAP is organized in four pathways of varying duration associated with school cycles, allowing flexibility in teaching one or more foreign languages over different cycles and combinations. It focuses on oral comprehension, reading, oral production, writing, language reflection, and intercultural reflection.
This document provides national curriculum guidelines for teaching English as a foreign language in Ecuador from 8th to 10th grade of basic education and 1st to 3rd year of high school. It adopts the Common European Framework of Reference for Languages (CEFR) to define language proficiency levels and student exit profiles. The goal is for students to achieve a B1 level of English proficiency by the end of 3rd year of high school, allowing them to communicate effectively as independent users of the language. The curriculum is designed around a communicative-functional approach and focuses on developing students' linguistic, sociolinguistic and pragmatic competencies through the four language skills of listening, speaking, reading and writing.
The document provides curriculum specifications for teaching English in Form 1 of Malaysian secondary schools. It aims to extend students' English proficiency for everyday use, further studies, and future careers. The curriculum focuses on developing skills in three areas: interpersonal communication, accessing and presenting information, and appreciating literature. It outlines learning outcomes specifying skills to be achieved at basic, moderate, and advanced levels. Examples of activities are also provided to help teachers plan and deliver lessons effectively. The curriculum emphasizes thinking skills, ICT skills, moral values, and citizenship to prepare students for a changing world.
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The document provides curriculum specifications for teaching English in Form 1 of Malaysian secondary schools. It aims to extend students' English proficiency for everyday use, further studies, and future careers. The curriculum focuses on developing skills in three areas: interpersonal communication, accessing and presenting information, and appreciating literature. It outlines learning outcomes specifying skills to be achieved at basic, moderate, and advanced levels. Examples of activities are also provided to help teachers plan and deliver lessons effectively. The curriculum emphasizes thinking skills, ICT skills, moral values, and citizenship to prepare students for a changing world.
This document outlines the K to 12 English curriculum guide for the Philippines Department of Education. It discusses the philosophy that language is central to intellectual, social, and emotional development. It also establishes several guiding principles for language acquisition, including that all languages are interrelated, language learning is an active and continuous process, and learning requires making meaning. The document then discusses the needs of Generation Z learners, who have grown up with ubiquitous technology, short attention spans, and in a highly diverse environment. The ultimate goal of the curriculum is to produce graduates who can effectively communicate, understand other content areas, and be successful in their chosen careers or fields of study.
This document provides the K-12 curriculum guide for teaching English in the Philippines. It outlines the philosophy, principles, outcomes and conceptual framework for the English curriculum. The philosophy states that language is central to intellectual, social and emotional development. The guiding principles are that all languages are interrelated, language acquisition is a lifelong process, and learning requires making meaning. The outcomes aim to develop students' communicative competence and multiliteracies. The conceptual framework explains that the curriculum follows principles of spiral progression, interaction, integration, learner-centeredness, contextualization and construction. It aims to develop students' understanding of cultures, language skills and processes, and strategies through practicing the macro-skills of listening, speaking, reading
This document discusses the relationship between academic language proficiency and academic performance at the university level. It begins by defining academic language proficiency as the linguistic knowledge and skills needed to complete academic tasks. It then discusses how basic interpersonal communication skills differ from cognitive academic language proficiency, with the latter being more cognitively demanding. Finally, it hypothesizes that higher levels of English language proficiency are required for Ethiopian university students to succeed academically.
MATATAG K TO 10 CURRICULUM OF THE K TO 12 PROGRAM MAKABANSA BAITANG 1-3
MATATAG K TO 10 CURRICULUM OF THE K TO 12 PROGRAM GOOD MORAL AND RIGHT CONDUCT (GMRC) (BAITANG 1-6) VALUES EDUCATION (VE) (BAITANG 7-10)
MATATAG k to 10 CURRICULUM TO K TO 12 PROGRAM MATHEMATICS GRADES 1-10
melcs based week1-week4
paniniwala (belief), pamumuhay (living)and more
CONTENTS A. Mother Goose Rhymes/ Nursery Rhymes PUSSY-CAT AND QUEEN 1 RAIN 1 One Two Three Four Five 2 Humpy Dumpty 2 Rock a-bye-baby 3 B. Verses for Children Ephesians 6:1 4 Joshua 1:9 4 2 Peter 3:18 4 John 14:6 5 Galatians 5:22-23 5 C. Myths Helen of Troy 6 Moro 9 D. Legend The Legend of Sampaguita 12 The Legend of Mount Kanlaon 14 E. Epic BIAG NI LAM-ANG 15 Hudhud ni Aliguyon 17 F. Fables The Farmer and the Wolf 18 The Man and His Two Wives 18 The Woodsman and the Serpent 19 The Wind and the Sun 19 A Foolish Chicken 19 G. Bible Stories A LOVE STORY OF JACOB AND RACHEL 20 GOD FIXES THINGS 23 H. Fairy Tales The Frog Prince 25 The Goose-Girl by The Brothers Grimm 28 I. Poems Looth Tooth 32 The clouds 33 TREE By Joyce Kilmer 33 EVERY DAY IS A THANKSGIVING DAY 34 LITTLE BOY’S DREAM R.M CAYARI 35
lesson plan in filipino 2
The document outlines a lesson plan on the digestive system. It includes objectives, subject matter, procedures, and an assignment. The procedures involve preliminary activities like prayer, a review, and setting objectives. Developmental activities include presenting a video on digestion, discussing the major parts of the digestive system, and describing the processes that occur at each part from mouth to anus. Students are evaluated through a worksheet and assigned to draw the digestive system of an animal.
The document summarizes key parts of the digestive system, including the esophagus, stomach, and small intestine. The esophagus is the tube that transports food from the mouth to the stomach. In the stomach, food is churned and exposed to gastric acid to be partly digested into chyme. The small intestine then completes the digestion and absorption of nutrients from food.
The document discusses the main elements of climate: temperature, precipitation, humidity, atmospheric pressure, and wind. It defines each element and describes tools used to measure them such as rain gauges, hygrometers, barometers, and anemometers. Additional factors that influence climate are also outlined, including latitude, altitude, distribution of land/water, orographic barriers, pressure/wind systems, ocean currents, and storms.
presentation
Odoo websites allow us to add an extra step during the checkout process to collect additional information from customers. This can be useful for gathering details that aren't necessarily covered by standard shipping and billing addresses.
A history of Innisfree in Milanville, Damascus Township, Wayne County, Pennsylvania. By TOM RUE, July 23, 2023. Innisfree began as "an experiment in democracy," modeled after A.S. Neill's "Summerhill" school in England, "the first libertarian school".
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Introduction to Literary Criticism prepared by Mrs.V.Jesinthal Mary,Asst.Professor,Dept of English and other foreign Languages (EFL), SRMIST Science and Humanities, Ramapuram, Chennai-600089
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In this slide, let's discuss how to install Python packages from PyCharm. In case we do any customization in our Odoo environment, sometimes it will be necessary to install some additional Python packages. Let’s check how we can do this from PyCharm.
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Vortrag auf der Sub-Konferenz "Planning, democracy and postcapitalism" als Teil der Jahrestagung der französischen Assoziation für politische Ökonomie (Association française d’économie politique) 2024 in Montpellier/Frankreich.
Integrating Facebook with other platforms, such as business software like Odoo, serves several purposes and can offer numerous benefits depending on the specific goals of your business.
PPT on Plato and Aristotle's Views on Poetry prepared by Mrs.V.Jesinthal Mary, Dept of English and Foreign Languages(EFL),SRMIST Science and Humanities ,Ramapuram,Chennai-600089
The Project Management module undergoes significant enhancements, aimed at providing users with more robust tools for planning, organizing, and executing projects effectively.
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