INSET PPT.pptx itgiylugiyfdyhvjygkygulytiiyy

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1. Strengthening Learning Condition for Early Literacy " "

2. The phrasal modal verb be going to should not be confused with the progressive form of the verb go. The president is going to sign the new tariff rules soon. The president is going to the conference room.

3. To avoid a redundancy of similar forms, it is better to avoid using these two together. -We are going to go jogging. We are going to jog. We will go jogging. Be going to often appears with the word omitted, such as: -A buzzer and a blinking light located at the exit door will indicate which passenger group is to start boarding. -I was to leave when we heard someone knocking on the door.

4. The form be to followed by the main verb however, may also appear as short variants of other constructions, making it ambiguous. It is better to use the full form: The doctor was to separate the conjoined twins. was going to was expected to was supposed to As mentioned above, most grammar books classify dare and need as modal verbs. These are distinguished from the main verbs dare and need even if their meanings are the same. Their syntactic restrictions constrain the same

5. This study treats the verbs and need as catenative verbs, verbs which may take an embedded verbal clause introduced by the particle to much like want and prefer. These are basically transitive verbs: The grocer dared something. The patient need something. The grocer dared to cheat on his taxes. The patient needed to be isolated.

6. Improving Teachers Competencies in Planning, Assessing, and Implementing through Innovative Program " "

7. INSTRUCTIONAL ALIGNMENT

8. INSTRUCTIONAL ALIGNMENT

9. INSTRUCTIONAL PLANNING

10. INSTRUCTIONAL PLANNING

11. INSTRUCTIONAL IMPLEMENTATION

12. TEACHER COMPETENCE

13. TEACHING COMPETENCE

14. LEVELS OF PEDAGOGICAL COMPETENCY

15. TEACHER INSTRUCTIONAL PRACTICES AND PROCESSES SYSTEM (TIPPS)

16. TEACHER PROBLEM…….Teacher’s Competencies

17. 1.TEACHER FEEDBACK….(Kim et al., 2019)

18. 2.REFLECTIVE PRACTICE (Kim et al., 2019)

19. CONCLUSIONS

20. BACKGROUND

21. TEACHER’S COMPETENCIES=STUDENTS’ LEARNING

22. FINDINGS ( Somprach et., 2012)

23. RECOMMENDATIONS ( Somprach et., 2012)

24. IN SUMMARY………