Panghalip Panao
Ang panghalip panao ay ang panghalip na humahalili sa pangngalang pantao.
Ito ay may tatlong kakanyahan.
1. Kaukulan
2.Panauhan
3.Kailanan
Tatlo ang kaukulan ng panghalip panao:
1.Palagyo
2.Paari
3.Paukol/Palayon
Palagyo
panghalip panaong ginagamit na simuno at kaganapang pansimunong pangungusap.
This document summarizes several studies on premarital sex among Filipino youth. It reports that acceptance of premarital sex has increased over time, with over a third of youth approving of it. Many first sexual experiences are unplanned and without protection. The document examines factors influencing premarital sex like culture, media, and lack of sex education. It recommends strengthening family and keeping youth engaged in school and church to help address the issue.
This document discusses premarital sex in the Philippines. It notes that while premarital sex was once rare, statistics show 30% of Filipinos now engage in it, though this is still lower than some Western countries. Factors that have contributed to its increased prevalence include more liberal social attitudes, especially among women; viewing sex as pleasurable rather than solely for reproduction; and greater exposure to sexuality in media. However, premarital sex also brings risks like unwanted pregnancy and disease.
PANGHALIP
-salita o katagang panghalip sa pangngalan.
URI NG PANGHALIP
PANAO
-panghalili sa ngalan ng tao.
PAMATLIG
-ginagamit sa pagtuturo o paghihimaton ng pangngalan.
PRONOMINAL
ito , nitro , dito , iyan , niyan , diyan , iyon , noon , doon .
PANAWAG-PANSIN
eto o heto , ayan o hayan , ayun o hayun.
PATULAD
ganito-(gaya nito ganito) ganyan o ganiyan-(gaya niyan ganiyan o ganyan)
ganoon/gayon-(gaya noon ganoon , gaya niyon o gayon
PANAKLAW
-panghalip na sumasaklaw sa kaisahan namin , dami o kalahatang tinutukoy.
PANANONG
-panghalilisa ngalan ng tao , bagay at iba pang ginagamit sa pagtatanong. Kaganapang Pansimuno ang gamit ng mga ito.
rise of Europe, AP 8/9 -Quarter 3, Aralin 1, Bourgeoisie, National Monarchy, Renaissance, Reformation, Counter-Reformation, Merkantilismo, Paglakas ng Simbahan
This document outlines the key parts of a research paper, including the title page, abstract, introduction, area of focus, related literature review, research questions, data analysis and interpretation, interpretation of data, action plan, and recommendations. The abstract provides a brief summary of the research. The introduction gives context and background. The area of focus describes who will benefit from the study. The literature review covers related published materials. The research questions reflect the problem being studied. Data analysis and interpretation examine the data both quantitatively and qualitatively. The interpretation of data establishes connections between findings and previous literature. The action plan describes the problem, design, and findings. Finally, recommendations are based on the conclusions and suggest further studies.
This document summarizes several studies on premarital sex among Filipino youth. It reports that acceptance of premarital sex has increased over time, with over a third of youth approving of it. Many first sexual experiences are unplanned and without protection. The document examines factors influencing premarital sex like culture, media, and lack of sex education. It recommends strengthening family and keeping youth engaged in school and church to help address the issue.
This document discusses premarital sex in the Philippines. It notes that while premarital sex was once rare, statistics show 30% of Filipinos now engage in it, though this is still lower than some Western countries. Factors that have contributed to its increased prevalence include more liberal social attitudes, especially among women; viewing sex as pleasurable rather than solely for reproduction; and greater exposure to sexuality in media. However, premarital sex also brings risks like unwanted pregnancy and disease.
PANGHALIP
-salita o katagang panghalip sa pangngalan.
URI NG PANGHALIP
PANAO
-panghalili sa ngalan ng tao.
PAMATLIG
-ginagamit sa pagtuturo o paghihimaton ng pangngalan.
PRONOMINAL
ito , nitro , dito , iyan , niyan , diyan , iyon , noon , doon .
PANAWAG-PANSIN
eto o heto , ayan o hayan , ayun o hayun.
PATULAD
ganito-(gaya nito ganito) ganyan o ganiyan-(gaya niyan ganiyan o ganyan)
ganoon/gayon-(gaya noon ganoon , gaya niyon o gayon
PANAKLAW
-panghalip na sumasaklaw sa kaisahan namin , dami o kalahatang tinutukoy.
PANANONG
-panghalilisa ngalan ng tao , bagay at iba pang ginagamit sa pagtatanong. Kaganapang Pansimuno ang gamit ng mga ito.
rise of Europe, AP 8/9 -Quarter 3, Aralin 1, Bourgeoisie, National Monarchy, Renaissance, Reformation, Counter-Reformation, Merkantilismo, Paglakas ng Simbahan
This document outlines the key parts of a research paper, including the title page, abstract, introduction, area of focus, related literature review, research questions, data analysis and interpretation, interpretation of data, action plan, and recommendations. The abstract provides a brief summary of the research. The introduction gives context and background. The area of focus describes who will benefit from the study. The literature review covers related published materials. The research questions reflect the problem being studied. Data analysis and interpretation examine the data both quantitatively and qualitatively. The interpretation of data establishes connections between findings and previous literature. The action plan describes the problem, design, and findings. Finally, recommendations are based on the conclusions and suggest further studies.
This document discusses simple and compound sentences. It defines a simple sentence as one that contains a subject and verb and expresses a complete thought. A compound sentence contains two independent clauses joined by a coordinating conjunction like "for", "and", or "but". Several examples of simple and compound sentences are provided. Readers are asked to identify whether examples are simple or compound sentences. The document serves to teach the difference between simple and compound sentences.
The document is a collection of materials prepared by Mary Jean M. Dacallos. It includes passages about the life cycle of a butterfly, sequencing events in a story, making tea, and a story about a boy named Santos who saved a child from a burning house. Various exercises are provided to help with comprehension, including sequencing pictures, answering questions, and arranging events in order.
Eisner's connoisseurship model is an approach to curriculum evaluation that emphasizes qualitative appreciation. It focuses on getting details of what happens in the classroom through knowledgeable evaluation. The model believes an expert evaluator can determine a curriculum's success using skills and experience in combination with appreciation and criticism. Criticism in this context refers to saying useful things about complex topics to help others see what they may have missed before. An eclectic approach to evaluation develops criteria to assess models sensitively while considering client concerns and unintended effects. It gives homeschooling parents control but some worry children may not learn enough or at the right time for testing.
This document outlines the key components of curriculum design including statements of philosophy, goals and objectives, curriculum content and activities, teacher and student activities, tests, and evaluation. It breaks the curriculum design process down into defining the objectives and desired outcomes, developing the content and lessons to meet those objectives, implementing the curriculum, and assessing whether the objectives were achieved through evaluation.
Psychology is the study of the mind, behavior, and thought. It aims to understand how people learn and think through studying mental processes. When applied to education, psychology helps understand how students learn and considers individual differences in curriculum design. There are four main perspectives on curriculum in psychology: behaviorism, cognitivism, humanism, and constructivism. Behaviorism views learning as the formation of habits through reinforcement or punishment, while cognitivism examines mental processes like memory and problem-solving.
This document discusses different types of organizational structures for guidance programs in schools. It describes informal organizations that form based on personal relationships and formal organizations with clearly defined roles and hierarchies. The main organizational structures discussed are line organization with a direct chain of command, line and staff organization where staff support line roles, and examples of how guidance programs can be structured in elementary and high schools using these models. The key point is that the organizational design should facilitate information flow and accomplishing the goals of the guidance program.
The document discusses the roles and responsibilities of various guidance personnel in a school setting. It describes the guidance counselor as planning the guidance program, keeping informed of educational trends, utilizing community resources, and counseling students. Teachers are also involved by effectively teaching, noting vocational possibilities, demonstrating interest in students, and providing individual student conferences. The school doctor and nurse assist by helping to increase awareness of student health responsibilities. The librarian helps guide students' reading habits, abilities, and interests.
Chapter iii letter b. roles and function of guidance personel MARY JEAN DACALLOS
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The document discusses the roles and functions of various guidance personnel in a school setting. It describes the teacher's role in effective teaching, noting vocational possibilities, demonstrating interest in students, encouraging achievement, serving on committees, holding student conferences, providing anecdotal data, and assisting with student inventories and referrals. It also outlines the functions of the school doctor and nurse in providing care, health screening, promotion and policies. Finally, it states that the school librarian helps to upgrade students' reading habits, abilities, and interests.
This document discusses different types of curriculum, including prescriptive curriculum which outlines what should be taught, and descriptive curriculum which focuses on students' actual experiences. It describes seven types of curriculum that operate in schools, such as the recommended curriculum from experts and the written, taught, supported, assessed, learned, and hidden curriculums. Characteristics of a good curriculum are that it evolves over time, is based on community needs, is developed democratically, results from long-term efforts, provides a logical sequence of content, complements other community programs, has educational quality, and allows flexibility.
1. The document discusses different bases for moral judgement including eternal law, natural law, and conscience. Eternal law refers to God's divine will and natural order, while natural law involves humanity's participation in eternal law through reason.
2. Conscience involves making moral decisions and judgments about what is good and evil. There are different types of conscience including correct, erroneous, doubtful, scrupulous, and lax. Conscience can also be compulsory as a participation in God's eternal law.
3. The document contrasts a physicalist view of morality based on natural tendencies versus a personalist view where morality involves accordance with reason and human goals rather than just physical order.
The document outlines a physical education lesson plan focused on relays and races. It includes preparatory warm up activities, developmental activities like a message relay race and kangaroo relay race, and discussions on sportsmanship and the benefits of relays. The lesson reinforces that relays and races help develop strong legs and physical fitness in children while emphasizing cooperation and following instructions.
This document outlines a lesson plan to teach students to write related equations for multiplication as equal jumps on a number line. It includes objectives, prerequisite skills, materials, and instructional procedures. Students will illustrate multiplication examples using number lines, then write related equations for sets of multiples. They will measure their arm lengths and represent adding multiple sticks end to end on the floor using a number line to write the equation. The lesson aims to help students understand that the number of jumps on a number line is the multiplier and the distance between jumps is the multiplicand.
Grade 1 Week 4 Quarter 3 GMRC Presentation for teachers of Grade 1 who are bu...estrellaagabe
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DEMO TEACHING FOR GRADE 1 Q4 WEEK 3. for faster understanding of concepts. it is developed solely for Grade 1 Learners to enjoy learning in GMRC. it enables Grade 1 learners to achieve the objective at the targeted time. This presentation gives clarity and opportunity to develop concepts and understanding on the developing of values and good
10 ARALIN 1 Kaligirang Pangkasaysayan ng El Filibusterismo.pptxNymphaMalaboDumdum
油
Filipino aralin 6.1
1. I. Layunin
Nakakapagkwento gamit ang graphic
organizer
Nagagamit ng wasto ang graphic
organizer
Napapahalagahan ang pag-aaral
II. Paksang- Aralin
Pagkwento gamit ang isang
graphic organizer
Nagagamit nga wasto ang
graphic organizer
Kagamitan
Manila Paper at Pentel pen
Sanggunian
FILIPINO K to 12 Curriculum Guide,
TG at LM
III. Pamaraan
A. Balik Arl
Lagyan ng tsek kung magkasing
kahulugan at eks kung hindi
B. Paglalahad
Si Angelo at Luisito
Si Luisito ay masipag na bata, nag-aaral
palagi at nakikinig sa guro. Maagang
pumapasok at nagreview. Si Angelo ay
tamad na bata, ayaw magsulat at mag
review. Isan araw nagkaroon ng pahgsusuli
at hindi pumasa si Angelo Samantalang si
Luisito ay mataas mula noon palagi ng nag-
aaral si Angelo
C. Pagpapayaman ng Talasalitaan
Pagpapakita ng guro ng paraaan ng
paglikha ng isang graphic organizer na
nagkukwento mula sa kwentong napag
aralan kahapon
D. Pagtalakay
1. Ano ang Pamagat ng Kuwento?
2. Sinu-Sinu ang mga tauhan ng
Kwento?
3. Ano ang Nangyari sa Kwento?
4. Ano ang suliranin sa kwento?
5. Ano ang naging wakas ng kwento
6. Ano ang aral sa kwento?
E. Pagpapahalaga
1. Bakit kailangan mag-aral mabuti?
G. Gawaing Pagpapayaman
Basahin ang Kwentong si Anang Masipag.
Si Anang Masipag
Si Ana ay mabait na bata, at matalino. Siya
ay nasa ikalawang baitang o grade 2,
madalas nagkukulang sa pera ang pamilya
ni Ana . napagpasyahan nya na magtinda
ng sampagita pag galing sa eskwela at doon
sya kukuha ng pambayad sa mga
pangangailangan sa paaralan.
Guamawa ng apat na pangkat at ikwento
ang Si Anang masipag gamit ang graphic
organizer.
Kasunduan
Isulat kung paano mo nagagampanan ang
tungkulin mo upang mag-aral ng mabuti
FILIPINO
Date : Okt. 11, 2015 Day :Martes
Time Gr/Sec : II-Kalabaw
___maganda- pangit ____malawak-malaki
___mabuti-masama ____payapa-tahimik
___babae-lalaki ___matanda-bata