1.Avoinding Sentence Error
2.Levels of Usage
3.Verb Usage
4.Pronoun Usage
5.Subject and Verb Agreement
6.Pronoun and Antecedent Agreement
7.Adjective and Adverb Usage
8.Miscellaneous Problems Usage
Miyerkules, Marso 7, 2012
II. Students Outputs of E-Portfolio
Richard Opiaza
Diana de Mayo
Ma. Johnmil Cejo
Diana Aniversario
Kimberly Moyet
Jelly Vie Lazarga
Joylyn Abing
Jessica Pasion
Reyna may Maygay
Jn Gift Zapanta
Jenilyn Emboltorio
Aljim Sacatani
Marilyn Nuto
Prima joy Capilayan
Imee jane Bisnar
Maureen Narajos
Marites Lacambra
Diana de Mayo
Ma. Johnmil Cejo
Diana Aniversario
Kimberly Moyet
Jelly Vie Lazarga
Joylyn Abing
Jessica Pasion
Reyna may Maygay
Jn Gift Zapanta
Jenilyn Emboltorio
Aljim Sacatani
Marilyn Nuto
Prima joy Capilayan
Imee jane Bisnar
Maureen Narajos
Marites Lacambra
III. Writing in the Discipline as a Platform in Education for Sustainable Development
their daily research horizon and debate subject related fields in formal and informal discussions.
“Education for Sustainable Development”(ESD) is a vision of education that seeks to empower people to
assume responsibility for creating a sustainable future. Central to ESD is the concept of culture as an
essential underlying theme. Recognizing that there is no “single route” to sustainable development and that
perception of, and ideas for sustainability are different, participants need to work together to negotiate the
process of achieving sustainability.
IV. Reflection of English 121
English is one of the international language.In my previous school life,it is always around me.Although it is easy for me to learn English,it does not mean that I will have a good English.So teachers use methods to teach us how to improve our English but actually some of it are not effective.
V. Integration of Education for Sustainable Development to English 121
Most of the children already moved around the community more
independently of their parents and wider families. They had detailed
knowledge of their local community and could operate safely and
successfully in it. Their knowledge of their community however, and
how they used it were very different from that of adults. (e.g their
knowledge of the recreation areas, who used them, and how safe they
were). This knowledge was gained through exploration and paly,
exchanges with peers and families through stories, and by renewed
contact with each other, with older children, with adults, and with the
community.
independently of their parents and wider families. They had detailed
knowledge of their local community and could operate safely and
successfully in it. Their knowledge of their community however, and
how they used it were very different from that of adults. (e.g their
knowledge of the recreation areas, who used them, and how safe they
were). This knowledge was gained through exploration and paly,
exchanges with peers and families through stories, and by renewed
contact with each other, with older children, with adults, and with the
community.
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