Lesson1.pptx art app siubyfrrneyroeuyngjh

art app siubyfrrneyroeuy

1. Learning targets At the end of the lesson, the students will be able to: Identify the academic writing style. Determine factors in writing of academic texts and elaborate on principles governing them. Explain the significance of factors that contribute to an article’s effectiveness.

2. Group 1 Cabaluna , Mark Abas, Maymonah Blanco, Gloria Guiaman , Johayra Mayan, Pamela Sukarno, Hadiguia Group 3 Iba , Ridzkie Abduraji , Sherweina De Guzman, Adelle Iba , Sittie Midtimbang , Sittie Talamba , Bainaida Group 2 Haron , Datu Ben Abdulgani , Zulaiha Coro, Bai Rowaida Hussein, Sittie Menak , Fairudz Sula, Soraya Group 4 Landiza , Jade Akmad , Bai Ali Dumam -ag, Sophia Kansi , Saimalyn Nur , Putrie Tatak , Nadhea -Nor Group 5 Mamalapat , Mosharaff Alalang , Saheriah Dumelina , Alexandra Lim, Klaryssa Rampatan , Aleah Ules , Jhoryyah Group 6 Mangilay , Ramil Alimudin , Aslia Eleuterio , Celsah Limba , Saira Sakito , Hanna Ules , Monaiza Group 7 Sumauang Alimudin , J. Eman Mamak Sani Group 8 Tan Amerol Garrigues Mamasapano Simpal ST. RAPHAEL

3. ST. ANTHONY Group 1 Abellana Utto Clarion Kasulutan Puntuan Usop Group 8 Tasil Batingan Igasan Pedtukasan Umpar Group 7 Sangban Barondon Ibrahim Matanog Ulama Group 6 Mohammad Asi Espra Mase Taula Group 2 Bandara Abutazil Descargar Kinazo Relox Group 3 Bantug Adal Dilangalen Lagudas Santayo Group 4 Ibanez Alvarado Diron Lu Sinsuat Group 5 Masurong Amilil Ebus Manalao Tamparong

4. ST. BLAISE Group 1 Barondon Paldon Dalidig Katug Pendi Talib Group 2 Datumanguda Abdillah Dima Magsaysay Piang Tumindig Group 3 Elegua Adim Dukilman Malang Pilas Uko Group 4 Esmael Alalang Esteban Miso Qamidon Group 5 Estilo Alamada Ibad Misuari Salik Group 6 Japson Alimudin Jardin Momek Samad Group 7 Lopez Asi Kadil Montani Simp [al Group 8 Nespiros Caingles Kaisi Nanding Soledad

5. Guide Questions: 1. What were your difficulties in writing instructions for your audience? 2. Do you think the recipients of your instructions will safely get to their destination? What difficulties do you think they will encounter and how can these be addressed? 3. If you can improve your set of directions, what revisions can you make?

6. TASK 1 Given the picture, write a set of directions for the following persons who need to get to the entrance of the building: Groups 1 and 5 – a five-year-old girl ( school – bakery- black house) Groups 2 and 6 – a man on a wheelchair ( bank – restaurant - school) Groups 3 and 7 – a deaf woman ( fruitshop -restaurant- blue house) Groups 4 and 8 – a ninety-year-old woman ( yellow – restaurant – fruit shop)

7. Writing is a form of communication that is shaped by the following factors: TOPIC What is the text about? What details am I imparting to the readers? ROLE Who am I as a writer? Do I write as a sibling? A student? A son/ a daughter? A customer? PURPOSE Why am I writing this in the first place? Who is reading this piece? What knowledge does he/she need to understand in my writing? AUDIENCE

8. THINK AND SHARE Think of an SMS personal message in your social networking account or email that was missent to you. Reflect on the details that made you realize that you were not the intended recipient of the message. Share your reflections in class.

9. Task 2 Examine the three texts on the next slides and fill out the table that follows . Together with your groupmates, discuss your findings and when called upon, present your observations to the class.

10. Excerpt 1 Recent research on learner-centered education and qualitative inquiry into student cognition have indicated the importance of students’ processing of concepts to metaphor analysis can be attributed the growth of applied linguistic research happening today. The present investigation is anchored in metaphorical analysis espoused by Lakoff and Johnson (1980). Attempts to draw images associated with different mathematical operations of grade pupils in the Philippines. For systematic sampling, the data used in the analysis were drawn from the journal entries of 35 students written over three months. The investigation reveals the different metaphorical images associated with four mathematical operations. Moreover, strategies for independent learning and applied linguistic methods to improve cognition are suggested. ( Valdez & Villorente-saulo,2014,p.138)

11. Excerpt 2 I think I have several apps here that can help you in taking notes in our chemistry class. Really now? How can I get them? Or could you share them with me? I really need to organize my stuff for the class.

12. In the event of a zombie attack 1. aVOIDANCE 2. TERMINATION 3. DISPOSAL 3 STEPS TO SURVIVING INFESTATION head chest leg If unavoidable , zombies can be disabled with a strong force to the head, chest or legs. To be sure, destroying the brain assures that these creatures will not chase you. It is advised you do not engage with Zombies as you might get infected. Also, consider relocating to a safer location. After termination, zombies may be either buried on the ground or disposed of through burning to avoid further contamination of biological agents. Excerpt 3

13. Excerpt 1 Abstract Excerpt 2 Comic strip Excerpt 3 Poster PURPOSE Conversational or technical language used Audience Role of the writer/artist

14. In your learning log, write a reflection on the importance of considering the purpose, audience, and your own role in writing a text. You may include experiences to support your points.

15. FORMALITY Formality reflects your dignified stance in your writing as a member of the academic community.

16. Formality can be achieved through the following ways: Choosing expanded modal forms over contracted forms, such as using cannot instead of can’t , do not instead of don’t . 2. Choosing one verb form over two-word verbs, such as damage instead of mess up .

17. 3. Choosing expanded terms over their abbreviated equivalents, such as as soon as possible instead of ASAP . 4. Avoiding colloquial/trite/idiomatic expressions, such as kind of like , as a matter of fact , I need to go to the John .