0% found this document useful (0 votes)
18 views25 pages

CEP 1

The document outlines key concepts in mathematics, including quadratic equations, basic operations, geometry, trigonometry, and statistics, aimed at improving foundational math skills. It also introduces contemporary mathematics, emphasizing logic, set theory, probability, and financial mathematics, which are essential for real-world applications. Additionally, it covers communication principles, including effective communication strategies and the eight parts of speech in English.

Uploaded by

lozanojurry
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
18 views25 pages

CEP 1

The document outlines key concepts in mathematics, including quadratic equations, basic operations, geometry, trigonometry, and statistics, aimed at improving foundational math skills. It also introduces contemporary mathematics, emphasizing logic, set theory, probability, and financial mathematics, which are essential for real-world applications. Additionally, it covers communication principles, including effective communication strategies and the eight parts of speech in English.

Uploaded by

lozanojurry
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 25

CEP 1

(MIDTERM)

WEEK 7: FUNDAMENTALS OF MATHEMATICS Quadratic equations have the form 𝑎𝑥2 + 𝑏𝑥 + 𝑐 = 0.


They can be solved using factoring, the quadratic
FUNDAMENTALS OF MATHEMATICS formula, or completing the square.
Fundamentals of Mathematics is designed for the student who needs Example:
Solve: 𝑥2 + 3𝑥 − 4 = 0
to improve or review basic math skills and concepts. This course
includes computation using integers, fractions, decimals, proportions, 
and percent, along with an overview of measurement, geometry,  Factoring: (x+4) (x-1=0, so x=-4 or x=1
statistics and linear equations. Fundamentals of Math provides the
mathematical foundation upon which subsequent studies in
mathematics and other areas depend. Functions and Graphs
A function represents a relationship between two
BASIC TERMS AND RULES IN MATHEMATICS variables where each input has exactly one output.
Graphs visually display these relationships.
1. ALGEBRA
Basic Operations (Addition, Subtraction, Multiplication, Example:
Linear Function: 𝑓(𝑥) = 2𝑥 + 3
and Division) Basic arithmetic operations form the
foundation of algebra. These operations involve 
combining numbers (or algebraic expressions) in various The graph is a straight line with slope 2 and y-
ways. intercept 3.
Example:
 Addition: 3 + 7 = 10 2. GEOMETRY
 Subtraction: 12 - 5 = 7 Points, Lines, and Angles
 Multiplication: 4x3 = 12
 Division: 16 ÷ 4 = 4 Geometry starts with basic objects like points, which have
no size, and lines, which extend infinitely in two
Solving Linear Equations and Inequalities directions. Angles are formed when two lines meet.

Linear equations are mathematical statements where the Example:


highest power of the variable is 1. Inequalities compare  A line has infinite length, no thickness, and is
two expressions using signs like >, <, ≥, or ≤. straight.
Example:  Types of angles: acute (< 90𝑜), right (90𝑜),
obtuse (< 90𝑜)

Solution: Subtract 5 from both sides: 2𝑥 = 4


 Linear Equation: 2𝑥 + 5 = 9

Divide by 2: 𝑥 = 2
Triangles, Quadrilaterals, and Polygons

Solution: Add 7 to both sides: 3𝑥 ≤ 18. Divide by


 Inequality: 3𝑥 − 7 ≤ 11 Triangles and quadrilaterals are specific types of

3: 𝑥 ≤ 6
polygons. Triangles have three sides, while quadrilaterals
have four.
Example:
Polynomials and Factoring Triangle: Equilateral (all sides equal), Isosceles (two
Polynomials are expressions consisting of variables and sides equal), Scalene (no sides equal). Quadrilaterals:
coefficients. Factoring involves breaking them into simpler Square, rectangle, parallelogram.
terms (factors) that multiply to give the original
polynomial. The Pythagorean Theorem
Example: In a right-angled triangle, the square of the hypotenuse is
 Polynomial: 𝑥2 + 5𝑥 + 6 equal to the sum of the squares of the other two sides.
 Factoring: (𝑥 + 2)(𝑥 + 3) Example:
Quadratic Equations For a triangle with legs of length 3 and 4, the
hypotenuse is 5, since 32 + 42=9+16=25=52 .

1
CEP 1
(MIDTERM)
Circles: Properties and Theorems Calculating the height of a building using the angle of
elevation and a known distance from the base.
A circle is a set of all points equidistant from a center
point. Key properties include radius, diameter, and
circumference.
4. Basic Statistics
Example:
Circumference: 𝐶 = 2𝜋𝑟, where 𝑟 is the radius.
Understanding Mean, Median, and Mode
These are measures of central tendency in a data set.

Perimeter, Area, and Volume of Shapes


Perimeter is the distance around a shape, area is the
space inside a 2D shape, and volume is the space inside
a 3D object.
Example:
Area of a rectangle: 𝐴 = 𝑙 𝑥 𝑤
Volume of a cube: 𝑉 = 𝑠, where \(s\) is the

 Probability and Simple Probabilistic Concepts
side length.
Explanation: Probability measures the likelihood of an
event happening.
3. TRIGONOMETRY
Example:
Basic Trigonometric Ratios (Sine, Cosine, Tangent)
Trigonometric ratios relate the angles of a triangle to its The probability of flipping a coin and getting heads: 1
side lengths. 2
Example:

Introduction to Data Interpretation and Graphs (Bar


Graphs, Pie Charts)
Data interpretation involves analyzing data presented
visually.
Solving Right and Oblique Triangles
Example: A bar graph showing the number of students in
Right triangles can be solved using trigonometric ratios, different grades.
while oblique triangles are solved using the Law of Sines
or the Law of Cosines. Basic Measures of Dispersion: Range and Standard
Deviation
Example:
Measures of dispersion describe how spread out data is.
Example: Range: The difference between the highest
and lowest value in a data set.
Trigonometric Identities
Trigonometric identities are equations that are true for all
variable values within the function domain.
Example: 5. Problem Solving and Test-Taking Strategies
Applications of Practice solving LET-style questions, focusing on time
Trigonometry in Real-life Problems management and accuracy.
Trigonometry is used in navigation, physics, Example: Practice solving algebra, geometry,
engineering, and architecture. trigonometry, and statistics problems in timed settings.
Example:
2
CEP 1
(MIDTERM)

WEEK 8: Contemporary Mathematics 3. Logic and Mathematical Reasoning


1. Introduction to Contemporary Mathematics Logic is the study of reasoning and
argument. It forms the basis of mathematical
Contemporary Mathematics refers to
proofs and decision-making processes.
mathematical concepts and techniques that are
widely applicable in solving modern-day Key concepts:
problems. This area of mathematics covers
 Propositions and truth values
various fields such as logic, set theory,
probability, statistics, and personal finance. For  Logical connectives (AND, OR, NOT)
educators, mastering these topics is crucial, as
 Truth tables to evaluate logical
they provide practical tools for teaching problem-
expressions
solving and critical thinking skills.
 Conditional statements and implications
Key areas:
Application in Teaching:
 Set Theory (Understanding and organizing
collections of objects) This topic is crucial for teaching learners
how to build strong, logical arguments,
 Logic (Principles of reasoning and
understand contradictions, and evaluate
arguments)
truthfulness in mathematical statements.
 Probability and Statistics (Analyzing and
4. Probability and Statistics
interpreting data)
Probability and statistics are essential for
 Mathematics of Finance (Practical
understanding uncertainty and analyzing data.
applications in financial literacy)
Probability quantifies the likelihood of events,
2. Set Theory while statistics focuses on data collection,
analysis, and interpretation.
Set theory is the foundation of modern
mathematics. It deals with the study of collections Key concepts:
of objects, known as sets. Understanding sets
 Probability rules and outcomes (e.g.,
helps learners grasp the basics of grouping and
sample spaces, events)
organizing data.
 Descriptive statistics (mean, median,
Key concepts:
mode, range)
 Set notation (e.g., {a, b, c})
 Inferential statistics (using data to make
 Subsets, unions, intersections, predictions)
complements
 Probability distributions and their real-
 Venn diagrams for visualizing world applications
relationships between sets
Application in Teaching:
 Application in solving classification
Teachers can use these concepts to help
problems
students understand real-world situations that
Application in Teaching: involve data and chance, such as interpreting
survey results or predicting outcomes.
Teachers can use set theory to introduce
students to logical groupings and classifications, 5. Mathematics of Finance
essential for developing critical thinking.

3
CEP 1
(MIDTERM)

Financial mathematics helps in making - A ∩ B = {4, 6} (Intersection of A and B)


informed decisions regarding investments, loans,
- A - B = {2} (Difference between A and B)
and savings. This topic includes calculations
relevant to personal finance and business Probability:
transactions.
 Problem: What is the probability of rolling
Key concepts: an even number on a six-sided die?
 Interest rates (simple and compound  Solution: There are 3 even numbers (2,
interest) 4, 6) out of 6 possible outcomes. Thus,
the probability is 3/6 or 1/2.
 Loans, amortization, and annuities
8. Conclusion
 Budgeting and financial planning
Understanding and mastering topics in
 Investment risks and returns
Contemporary Mathematics is essential for
Application in Teaching: educators, as it provides them with tools to teach
mathematical concepts that are relevant in
This is an opportunity to teach practical math
everyday life. By exploring topics like set theory,
skills related to managing money, crucial for
logic, probability, statistics, and financial
financial literacy education.
mathematics, future educators will be equipped
6. Problem-solving and Critical Thinking to engage their students in meaningful, real-world
problem-solving activities.
Contemporary Mathematics emphasizes
problem-solving, requiring students to apply
mathematical reasoning to solve real-life issues. WEEK 9: Purposive Communication
Educators should encourage students to develop 1. Introduction to Communication
problem-solving strategies, such as:
 Definition and Purpose: Discuss how
 Breaking down complex problems communication is the process of sharing
 Identifying patterns information, ideas, and feelings to
connect, inform, and influence.
 Applying algorithms or formulas
 Elements of Communication:
 Testing solutions and verifying results
o Sender, Message, Channel,
Application in Teaching: Receiver, Feedback, Noise,
Developing critical thinking is essential for Context
future educators as they guide their learners o Describe each element and its
through problem-solving processes that involve role in the communication
logical steps and critical analysis. process.
7. Sample Exercises and Solutions 2. Models of Communication
Set Theory:  Linear Model: Shannon-Weaver Model

5, 6}, find A ∪ B, A ∩ B, and A - B.


Problem: Given two sets A = {2, 4, 6} and B = {4, (one-way communication).
 Interactive Model: Schramm’s Model
Solution: (inclusion of feedback).

- A ∪ B = {2, 4, 5, 6} (Union of A and B)  Transactional Model: Barnlund’s Model


(simultaneous exchange).
4
CEP 1
(MIDTERM)

 Comparison of Models: Differences in  Group Communication: Small groups,


feedback, roles of sender/receiver, and dynamics, teamwork.
relevance in real-life situations.
 Public Communication: Public speaking
3. Forms of Communication skills, audience analysis, presentation
techniques.
 Verbal Communication: Characteristics,
examples, and significance in various 7. Listening and Feedback in
settings. Communication
 Nonverbal Communication: Body  Types of Listening: Active, critical,
language, facial expressions, gestures, empathic, appreciative.
posture, and eye contact.
 Importance of Feedback: Role in
 Written Communication: Structure, completing the communication loop and
clarity, and appropriate formats for enhancing clarity.
academic, business, and personal
Suggested Activities:
contexts.
1. Role-Playing Scenarios: Students practice
4. Communication Barriers and Overcoming
verbal and nonverbal skills in pairs.
Strategies
2. Communication Barriers Analysis: Identify
 Types of Barriers:
potential barriers in case studies and propose
o Physical (e.g., distance, noise), strategies.
Psychological (e.g., emotions,
3. Feedback Practice: Constructive feedback
bias), Semantic (e.g.,
sessions to improve message clarity.
misunderstandings, language
differences), Cultural (e.g., social 4. Listening Skills Activity: Students identify
norms, values) and practice different listening styles in simulated
conversations.
 Strategies to Overcome Barriers:
Active listening, open-mindedness, PARTS OF SPEECH
clarity, adjusting language to the
audience, and feedback.
THE EIGHT PARTS OF SPEECH
5. Principles of Effective Communication

 Clarity, Completeness, Conciseness,


Concreteness, Courtesy, and There are eight parts of speech in the English
Correctness language: noun, pronoun, verb, adjective,
adverb, preposition, conjunction, and interjection.
 Application of Principles: Role-playing
The part of speech indicates how the word
exercises to practice and reinforce these
functions in meaning as well as grammatically
principles.
within the sentence. When used in different
6. Contexts of Communication circumstances, an individual word can function as
more than one part of speech. Understanding
 Intrapersonal Communication: Self-talk,
parts of speech is essential for determining the
reflection.
correct definition of a word when using the
 Interpersonal Communication: One-on- dictionary.
one interaction, empathy.
1. NOUN
5
CEP 1
(MIDTERM)

A noun is the name of a person, place, thing, or the f is often changed to -ve before adding the -s
idea. (Man... Butte College... house... happiness) to form the plural version.
A noun is a word for a person, place, thing, or wife – wives wolf – wolves Exceptions:
idea. Nouns are often used with an article (the, a,
roof – roofs belief – beliefs chef – chefs
an), but not always. Proper nouns always start
chief – chiefs
with a capital letter; common nouns do not.
Nouns can be singular or plural, concrete or
abstract. Nouns show possession by adding 's.
4. If a singular noun ends in -y and the
Nouns can function in different roles within a
letter before the -y is a consonant,
sentence; for example, a noun can be a subject,
change the ending to -ies to make the
direct object, indirect object, subject complement,
noun plural.
or object of a preposition.
city – cities puppy – puppies
The young girl brought me a very long letter from
the teacher, and then she quickly disappeared. 5. If the singular noun ends in -y and the
Oh my! What is a plural noun? letter before the -y is a vowel, simply
add an -s to make it plural.
The word plural is used in grammar to mean
“noting or pertaining to a member of the category ray – rays boy – boys
of number, found in many languages, indicating
6. If the singular noun ends in -o, add -es
that a word has more than one referent.” So, a
to make it plural.
plural noun is a noun that refers to more than one
of something. potato – potatoes tomato –
tomatoes
Exceptions:
Regular Noun
photo – photos piano – pianos halo – halos
1. To make regular nouns plural, add -s
to the end. cat – cats, house – houses
2. If the singular noun ends in -s, -ss, -sh, With the unique word volcano, you can apply the
-ch, -x, or -z, add -es to the end to standard pluralization for words that end in -o or
make it plural. not. It’s your choice! Both of the following are
truss – trusses bus – buses marsh – correct:
marshes Volcanoes Volcanos
lunch – tax – taxes blitz – blitzes
7. If the singular noun ends in -us, the
lunches
plural ending is frequently -i.
3. In some cases, singular nouns ending cactus – cacti focus – foci
in -s or -z, require that you double the -
8. If the singular noun ends in -is, the
s or -z prior to adding the - es for
plural ending is -es.
pluralization.
analysis – analyses ellipsis – ellipses
fez – fezzes
9. If the singular noun ends in -on, the
gas –gasses (note that gases is also an
plural ending is -a. phenomenon –
acceptable, and more commonly used, spelling of
phenomena
this plural noun) 4 If the noun ends with -f or -fe,
criterion – criteria
6
CEP 1
(MIDTERM)

10. some nouns don’t change at all when they can refer to someone or something specific
they’re pluralized. (definite) or not (indefinite).
sheep – sheep series – series So, words like he and she are singular, personal,
species – species deer –deer definite pronouns, and words like anybody and
anyone are singular, indefinite pronouns.
You need to see these nouns in context to
identify them as singular or plural. Consider the Plural pronouns are simply pronouns that refer to
following sentence: Mark caught one fish, but I plural nouns. But, like singular pronouns, plural
caught three fish. pronouns can also be personal and definite or
indefinite, and they refer to plural nouns or
Plural Noun Rules for Irregular Nouns
groups of nouns.
Irregular nouns follow no specific rules, so it’s
For example, words like they and we are plural,
best to memorize these or look up the proper
personal, definite pronouns, and words like many
pluralization in the dictionary.
and both are plural, indefinite pronouns.
child – children goose – geese man –
3. VERB
men woman – women tooth – teeth foot –
feet mouse – mice person – people A verb expresses action or being. (Jump... is...
write... become)
2. PRONOUN
The verb in a sentence expresses action or
A pronoun is a word used in place of a noun.
being. There is a main verb and sometimes one
(She... we... they... it)
or more helping verbs. ("She can sing." Sing is
A pronoun is a word used in place of a noun. the main verb; can is the helping verb.) A verb
A pronoun is usually substituted for a specific must agree with its subject in number (both are
noun, which is called its antecedent. In the singular, or both are plural). Verbs also take
sentence above, the antecedent for the pronoun different forms to express tense.
she is the girl. Pronouns are further defined by
Ex.
type: personal pronouns refer to specific persons
or things; possessive pronouns indicate The young girl brought me a very long letter from
ownership; reflexive pronouns are used to the teacher, and then she quickly disappeared.
emphasize another noun or pronoun; relative Oh my!
pronouns introduce a subordinate clause; and
Types of Verbs
demonstrative pronouns identify, point to, or refer
to nouns. Dynamic (Action) Verbs
Ex. Most verbs describe a physical action or activity,
something external that can be seen or heard.
The young girl brought me a very long letter from
These verbs are formally known as dynamic
the teacher, and then she quickly disappeared.
verbs but can also be called action or event
Oh my!
verbs.
Singular pronouns are simply pronouns that refer
Examples: walk, laugh, swim, play, eat, drink,
to singular nouns. But it can get a little tricky
sing, dance, talk, say
when you think about the fact that singular
pronouns can be personal pronouns, which, as There are a lot of actions that take place in our
you have learned, refer to a person or thing. They minds and feelings, which are not external. Verbs
will also be definite or indefinite, which means that describe mental or internal actions are still
dynamic verbs, but they’re not always so
7
CEP 1
(MIDTERM)

obvious. These include “process verbs,” which events—they are dynamic. Among other things, it
describe actions of transition. means they can be used in the continuous
tenses.
Examples: consider, guess, change, grow,
live, endure, succeed, fail  I haven’t been seeing well since I lost my
glasses.
 We were tasting cakes for the wedding all
Stative (state-of-being) verbs afternoon.
The opposite of dynamic verbs of action is stative Auxiliary (helping) verbs
verbs of being. Stative verbs describe a subject’s
Auxiliary verbs, or “helping verbs,” are used
state or feeling, including things they like and
in English to change another verb’s tense, voice,
don’t like.
or mood. When auxiliary verbs are used, there’s
Examples: want, need, prefer, love, hate, like, always a main verb that represents the main
dislike, seem, understand, know, believe, action. However, the auxiliary verb must still be
involve, realize conjugated correctly
One of the most important parts of stative verbs The main auxiliary verbs are, have, and do. We
is that you can’t use them in the continuous explain how they’re used specifically for
tenses. conjugating below, but here are a few quick
examples:
Stative verbs stick to the simple tenses, or
occasionally use the perfect.  I have eaten sushi many times before.
(tense)
The trouble is that some verbs can be dynamic or
 That piece of sushi was eaten by me.
stative, depending on the specific meaning and
(voice)
how they’re used. This includes the most popular
 Did you eat my sushi? (mood)
verb be. Let’s take a deeper look at these.
Modal auxiliary verbs
Verbs that can be dynamic or stative
Some auxiliary verbs are added to another verb
A lot of verbs have more than one meaning, so
to show necessity, possibility, or capability. Like
they can be used as dynamic or stative. These
other auxiliary verbs, modal auxiliary verbs are
include perception words: see, hear, taste, smell,
not the main verb, but they do change its
feel.
meaning slightly. Some common examples are
When perception verbs are used as an can, may, could, should, would, must, ought,
involuntary action, such as passive or and might.
unintentional actions, they are stative. This
I could swim across the English Channel, but
applies when these verbs are used in the general
should I do it?
sense, a state of being that’s always happening.

She must be the strongest person on the team


 I can’t see without my glasses.
and might be the strongest person in the region.
 Cake still tastes great even if it’s not your
birthday.
Phrasal verbs
When those same verbs are used for a voluntary Phrasal verbs are phrases that act as individual
action—specific, deliberate, and/or temporary verbs, often combining two or more words and
8
CEP 1
(MIDTERM)

changing their meaning. The verb get, for


example, becomes many different phrasal verbs
Verbs that use a direct object, but not an indirect
when combined with different prepositions.
object, are called transitive. They don’t always
need a direct object, but they have the option.
 When the bus stops, passengers get out Examples: clean, like, love, dislike, hate,
on the sidewalk. want, learn, deserve, say
 After losing his job, he’s getting by on
savings.
Verbs that use both direct and indirect objects are
called ditransitive. They don’t always need an
The important thing to remember about phrasal indirect object, but they have the option.
verbs is that they act as a single verb, so you can
Examples: throw, make, buy, sell, read, give,
still use them with other verbs and prepositions.
lend, bring
However, when you conjugate a phrasal verb,
you only conjugate the part of the phrase that’s a
verb, like get.
Just as a verb can be either dynamic or stative
depending on the meaning, a verb can
sometimes act transitive while at other times act
Verb categories
intransitive. These are known as Ambi transitive.
Aside from the different types, verbs also come in For example, if you ask someone if they’re
different categories. Dynamic, stative, and hungry, they might respond:
auxiliary verbs all make up the categories below.
 No, I already ate. (intransitive)
 No, I already ate a sandwich. (transitive)
Transitive, intransitive, and ditransitive
Transitive, intransitive, and ditransitive refer to Regular vs. irregular Verbs
how a verb acts with direct and indirect objects. A
Verbs have different forms to show different uses,
direct object is the person or thing that the action
such as an action that happened in the past, or
happens to, while an indirect object is the person
an action that happens continuously. Normally,
or thing that receives the direct object.
these forms follow the same patterns of
 Lindor threw the ball to deGram. conjugation, so that you can use the same rules
on all verbs. Verbs that use the normal forms are
In this example, the subject is Lindor and the
regular verbs.
verb is threw. The direct object is the ball
because that is what was thrown—Lindor did the Unfortunately, some verbs don’t want to play by
action to the ball. The indirect object is deGram the rules. They have their own unique forms with
because he received the direct object, the ball. no patterns, specifically for the simple past tense
and past participle forms. These are the
notorious irregular verbs, and there are quite a
Verbs that don’t use either a direct or indirect few of them—including the most common verb
object are called intransitive. These verbs are be.
complete actions by themselves. To make matters worse, the only way to learn
how to use irregular verbs is to study them and
Examples: go, walk, run, talk, sit, sleep, work
all their forms. On the bright side, we explain the
9
CEP 1
(MIDTERM)

best ways to memorize irregular verbs. But first, Present participle


you’ll want to learn the standard verb forms of the
The present participle is used for the continuous
majority regular verbs below.
tenses to show ongoing or current action, and in
more advanced English can be used for
participial phrases. In most cases you simply add
Verb forms
–ing to the end of the root form, although
Before we explain how to conjugate verbs in sometimes you have to remove an E first.
English, you need to understand the different
forms a verb takes. This helps immeasurably
when you conjugate on your own—you just need Past participle
to use the right form at the right time. Keep in
The past participle is used for the perfect tenses.
mind that these forms work mostly for regular
In regular verbs, it’s the same as the simple past
verbs; irregular verbs each have their own
tense, so there’s nothing extra to learn. However,
special forms.
irregular verbs often use unique past participles,
Root so you may have to memorize their forms.
The root form is the basic form of the verb with
no changes. It’s also the simple present tense for
Infinitives and gerunds
everything except the third-person singular.
Do you like to swim? Do you enjoy learning? If
you want to use a verb as a noun, you can turn it
Third-person singular present into an infinitive or gerund, the noun forms of
verbs.
Used with subjects like he, she, the singular they,
or it, the third-person singular in the present An infinitive adds the preposition to in front of a
tense just adds an -s to the end of the root form verb’s root form. Although technically two words,
most of the time. an infinitive
For verbs that end in a consonant and -y (try, act as a single word, usually a noun, but
carry), you remove the y and add -ies (tries, sometimes also an adjective or adverb. To forgive
carries). If the verb ends in a vowel and -y (say, is divine. (noun)
buy), you just add an -s like normal (says, buys).
Bring a snack to eat if you get hungry. (Adjective
Verbs that end in -ch, -sh, -x, -z, or -s add -es describing “snack”)
to the end instead of just -s. For example,
Alternatively, you can turn the verb into a gerund
watch becomes watches and kiss becomes
by adding -ing, identical to the present participle.
kisses.
A gerund is strictly used as a noun, and
occasionally you can use them to create gerund
Simple past phrases, which act as a single unit to modify the
gerund.
The past tense shows an action that already
happened. In most cases it’s made by adding -ed  Running is too difficult.
to the end of the root form, or just -d if the root  Studying the cosmos is not the same as
form already ends in an E. However, be careful of understanding the cosmos.
irregular verbs—their rules for the past don’t tend
to be consistent.
How to conjugate verbs in English
10
CEP 1
(MIDTERM)

Using verbs isn’t as easy as just tossing them in The simple tenses are the most straightforward,
a sentence. They need to represent the tense that’s what makes them simple. They represent
you want, as well as match the subject (subject- individual, one-time actions.
verb agreement, explained below). This is called
verb conjugation or changing the verb to fit the
sentence. In English, there are four main tenses, How to conjugate the present tense
each divided into three time periods, totaling
twelve tenses. Some other tenses exist, but
these are the most common ones. The simple present tense is used for actions that
happen regularly or things that don’t change,
such as preferences or opinions. It’s made with
Main tenses: the root form, unless the subject is third-person
singular (he, she, the singular they, it), in which
 Simplecontinuous
case you use the third-person singular present
 Perfect
form.
 perfect continuous

[ROOT] or [THIRD-PERSON SINGULAR


Time periods:
PRESENT]
 Present
 Kim feels lousy today.
 past
 future
Below, we explain how to conjugate each of the How to conjugate the past tense
main tenses in the present, past, and future.
The simple past tense describes a single action
Keep in mind that irregular verbs may use
that already took place, or a habitual action that
different forms.
no longer occurs. It uses the simple past form
explained above.
Subject-verb agreement
No matter what tense you use, your verb has to [SIMPLE PAST]
match the number of the subject. In other words,
 When I was young, I played in the
singular subjects conjugate verbs differently than
backyard every day.
plural subjects.
A lot of the time, you either add -s to the end of
the verb or you don’t. However, more advanced How to conjugate the future tense
tenses with auxiliary verbs can get tricky—both
The simple future tense describes events that
be and have are irregular verbs, so you have to
have not happened yet, as in planning or
pay close attention to using their right forms even
preparing. It uses the root form but adds the word
when they’re not the main verb.
will in front.

How to conjugate simple tenses


will + [ROOT]
 You will study verbs until you understand
them.
11
CEP 1
(MIDTERM)

past continuous is only used for events that are


completed.
How to conjugate continuous tenses
The continuous tense—also known as the
progressive tense—is used for mostly ongoing Form the past continuous by adding the
events that are temporary. conjugated simple past form of be before the
present participle. Yes, the present participle.
Remember that stative verbs cannot be used in
the continuous tense. Actions about feelings or
states of being that happened in the past use the
was/were + [PRESENT PARTICIPLE]
simple past tense.

 They were eating dinner when the phone


How to conjugate the present continuous
rang.
tense
 It was raining all day, but we still had fun
The present continuous tense is used often, and indoors.
has many different uses:  How to conjugate the future continuous
tense
events happening right now ongoing events that
are temporaryplans for the near future The future continuous tense describes ongoing
events that will happen in the future, specifically if
they have a definitive beginning and end.
It’s often confused with the present simple;
It’s formed by adding the words will be before the
situations which might seem like the simple
present participle.
present—such as actions happening currently—
are actually best represented by the present will be + [PRESENT PARTICIPLE]
continuous.
 We will be skiing all day Saturday.
Form the present continuous by adding the
conjugated simple present form of be before the How to conjugate the perfect tense
present participle of your main verb (the -ing
form). As one of the most confusing tenses in English,
the perfect tense takes some practice. It has very
particular usage guidelines—especially the
am / is / are + [PRESENT PARTICIPLE] Tony is present perfect—and it’s closely related to the
sleeping now. simple past.
 Later, we’re seeing the new zombie
movie. Everyone is talking about it! How to conjugate the present perfect tense
The present perfect tense is used for a few
How to conjugate the past continuous tense special circumstances, mostly connected to past
events that haven’t yet ended:
The past continuous tense shows ongoing events
that happened in the past, specifically ones that  actions started in the past but continue
have a definitive beginning and end. It can also into the present
be used to show a past event that was  repeated actions in the past without
interrupted by another past event. Note that the mentioning when

12
CEP 1
(MIDTERM)

 past actions, for more emphasis or tense is usually used with an expression of time,
dramatic effect for context.
It’s formed by adding the words will have before
To form the present perfect tense, add the the past participle. You don’t need to conjugate
present conjugation of have before the verb’s “have,” because it’s the same no matter what the
past participle. subject is.

has/have + [PAST PARTICIPLE] will have + [PAST PARTICIPLE]


 I’ve worked here since the beginning.  By the time I can vote, I will have
 Macbeth has murdered the king! graduated already.
 We will have stayed together for twenty-
five years in August.
(Macbeth murdered the king! is also correct, but
the present perfect makes it sound more
dramatic.) How to conjugate the perfect continuous
tense
One of the more complicated tenses in English,
How to conjugate the past perfect tense
the perfect continuous tense combines the
When a sentence has two past events, use the perfect and continuous tenses at the same time.
past perfect tense, also known as the pluperfect, It’s largely used like the perfect tense, but with
to show which one happened first. It’s typically ongoing or continuous actions.
used in compound or complex sentences with
two clauses to show the order in which they
happened. How to conjugate the present perfect
continuous tense
The present perfect continuous tense describes
For the past perfect tense by adding had before an ongoing action started in the past that
the past participle. continues to the present. If that sounds familiar,
had + [PAST PARTICIPLE] it’s because that’s one of the situations we use
the normal present perfect tense, too.
 I had forgotten about our date until she
reminded me.
 When our plane finally landed, they had So what’s the difference? The present perfect
already left the airport. and the present perfect continuous can often be
used interchangeably, but the big difference is
emphasis. The present perfect continuous
How to conjugate the future perfect tense emphasizes that the event is ongoing, whereas
The future perfect tense refers to an unfinished the present perfect alone emphasizes completion
event from a future when it’s already completed. or achievement.
Confused? Say you’re riding your bike on
Saturday. By Sunday, you’ll be finished riding
your bike. You can say, “My bike ride will have To form the present perfect continuous, add the
finished by Sunday.” That’s why the future perfect conjugated form of have, the word been, and the
present participle.
13
CEP 1
(MIDTERM)

 In a few weeks, she will have been


studying English for a whole year. By
has/have + been + [PRESENT PARTICIPLE]
6:00, we will have been stuck in this
 The town has been mining gold since the elevator for four hours.
1800s. 4. ADJECTIVE
 I’ve been locked in my closet for hours!
An adjective modifies or describes a noun or
How to conjugate the past perfect continuous pronoun. (Pretty... old... blue... smart)
tense
Like the past perfect, the past perfect continuous
An adjective is a word used to modify or describe
tense is used in complex and compound
a noun or a pronoun. It usually answers the
sentences to show which event happened first.
question of which one, what kind, or how many.
While the past perfect tense describes an
(Articles [a, an, the] are usually classified as
individual action, the past perfect continuous
adjectives.)
shows an ongoing action that is already finished.

The young girl brought me a very long letter from


Form the past perfect continuous tense by adding
the teacher, and then she quickly disappeared.
the words had been before the present participle.
Oh my!
had been + [PRESENT PARTICIPLE]
 Until the moment our picnic began, the
5. ADVERB
sun had been shining all day. She had
been waiting for a sign before she finally
asked him out.
An adverb modifies or describes a verb, an
 How to conjugate the future perfect
adjective, or another adverb. (Gently...
continuous tense
extremely... carefully... well)

The future perfect continuous tense functions just


An adverb describes or modifies a verb, an
like the future perfect tense, except with an
adjective, or another adverb, but never a noun. It
ongoing action. The major difference is that with
usually answers the questions of when, where,
the future perfect tense, the event will have
how, why, under what conditions, or to what
ended, but with the future perfect continuous, the
degree. Adverbs often end in -ly.
event would still be happening by that time in the
future. Both, however, are frequently used with Adverbs provide a deeper description of a verb
expressions of time. within any sentence. There are five basic types of
adverbs in the English language, namely that of
The future perfect continuous tense is formed by
Manner, Time, Place, Frequency, and Degree.
adding the words will have been before the
present participle. Examples of adverbs of time: never, lately, just,
always, recently, during, yet, soon, sometimes,
usually, so far
will have been + [PRESENT PARTICIPLE]
Examples of adverbs of place: here, there,
nowhere, everywhere, out, in, above, below,
inside, outside, into
14
CEP 1
(MIDTERM)

Examples of adverbs of manner: neatly, slowly, although, while, since, etc. There are other types
quickly, sadly, calmly, politely, loudly, kindly, lazily of conjunctions as well.
Example of adverbs of degree: almost, quite, The young girl brought me a very long letter from
nearly, too, enough, just, hardly, simply, so the teacher, and then she quickly disappeared.
Oh my!
Examples of adverbs of frequency: never,
always, rarely, sometimes, normally, seldom,
usually, again The young girl brought me a very
8. INTERJECTION
long letter from the teacher, and then she quickly
disappeared. Oh my! An interjection is a word used to express
emotion. (Oh!... Wow!... Oops!)

6. PREPOSITION
An interjection is a word used to express
A preposition is a word placed before a noun or
emotion. It is often followed by an exclamation
pronoun to form a phrase modifying another word
point.
in the sentence.
(By... with.... about... until)
The young girl brought me a very long letter from
(by the tree, with our friends, about the book, until
the teacher, and then she quickly disappeared.
tomorrow)
Oh my!

A preposition is a word placed before a noun or


ORAL COMMUNICATION
pronoun to form a phrase modifying another word
in the sentence. Therefore, a preposition is
always part of a prepositional phrase. The
WHAT IS ORAL COMMUNICATION?
prepositional phrase almost always functions as
an adjective or as an adverb. The following list Oral communication is communicating with
includes the most common prepositions: spoken words. It’s a verbal form of
communication where you communicate your
The young girl brought me a very long letter from
thoughts, present ideas and share information.
the teacher, and then she quickly disappeared.
Examples of oral communication are
Oh my!
conversations with friends, family or colleagues,
presentations and speeches.
7. CONJUNCTION
A conjunction joins words, phrases, or clauses. Oral communication helps to build trust and
(and... but... or... while... because) reliability. The process of oral communication is
more effective than an email or a text message.
A conjunction joins words, phrases, or clauses,
For important and sensitive conversations—such
and indicates the relationship between the
as salary negotiations and even conflict
elements joined. Coordinating conjunctions
resolution, you can rely on oral communication to
connect grammatically equal elements: and, but,
get your point across, avoid misunderstandings
or, nor, for, so, yet. Subordinating conjunctions
and minimize confusion.
connect clauses that are not equal: because,

15
CEP 1
(MIDTERM)

IMPORTANCE OF ORAL COMMUNICATION customers. Formal conversations are crisp, direct


and condensed. You have to get your point
In a professional setting, effective oral
across in a few words because everyone has
communication is important because it is built on
only limited time to spare.
transparency, understanding and trust. Your oral
communication skills can boost morale,
encourage improved performance and promote
INFORMAL CONVERSATIONS
teamwork.
These are conversations that you have with your
team members or friends and family. They are
Here are some benefits of oral communication: mostly without an agenda. You can talk about
your day, what you’re going to eat for lunch or
 It saves time by letting you convey your
discuss weekend plans. These are friendly
message directly to the other person and
conversations peppered with light banter.
getting their response immediately.
 It’s the most secure form of
communication for critical issues and
BUSINESS PRESENTATIONS
important information
 It helps to resolve conflicts with face-to- This is where you need to make the best use of
face communication your speaking skills. Public speaking is an
 It’s a more transparent form of important skill to develop if you want to command
communication as it lets you gauge how a room full of people. For this, you need the Four
others react to your words Ps of Pitch, Projection, Pace and Pauses.

TYPES OF ORAL COMMUNICATION SPEECHES


There are different examples of oral Speeches are important in businesses like event
communication in a business setting. You need management or community outreach. In a
several oral communication skills for career corporate setup, speeches are reserved for top
advancement. Let’s look at different types of oral management and leaders.
communication:
ELEVATOR PITCH
Imagine you meet the CEO of your organization
in the elevator. Now, you have 30 seconds to
introduce yourself before they get out on the next
floor. This is your elevator pitch. It’s a form of oral
The Vowel System
communication where you must succinctly
explain who you are and what you want from the
other person. Vowels are sounds in which the air stream moves
up from the lungs and through the vocal tract
very smoothly;
FORMAL CONVERSATIONS
there’s nothing blocking or constricting it. The first
These are common at work because you must
sounds in the words extra, only, and apple are
constantly interact with your managers,
vowels.
coworkers, and stakeholders such as clients and
16
CEP 1
(MIDTERM)

alveolar fricative; the sound form is a voiced


bilabial nasal stop. Additional classificatory
information may indicate whether the airstream
powering the production of the consonant is from
the lungs (the pulmonary airstream mechanism)
or some other airstream mechanism and whether
the flow of air is ingressive or egressive. The
production of consonants may also involve
secondary articulations—that is, articulations
We can show the tongue positions for different
additional to the place and manner of articulation
vowels by using a diagram called a vowel
defining the primary stricture in the vocal tract.
quadrant. This chart is divided into nine sections,
each representing a different tongue placement,
vertically and horizontally. The diagrams below
Segmental vs. Suprasegmental Features
show two versions of the vowel quadrant. The
first shows the vowel quadrant alone, and the  Segmental features are (generally) easy
second shows how the sections of the vowel to determine in isolation.
quadrant are related to the parts of the vocal  Suprasegmental features are relative and
tract. determined across segments.
 Single suprasegmental features may
occur over a single segment or a
sequence of segments.

Length
The length of individual phones may differ.
The length of a phone may depend on pragmatic,
phonetic, or phonemic reasons (i.e., to
distinguish words).
Consonant System
Consonant, any speech sound, such as that Non-distinctive Length
represented by t, g, f, or z, that is characterized
by an articulation with a closure or narrowing of In English, vowels preceding voiced consonants
the vocal tract such that a complete or partial are longer than vowels preceding voiceless
blockage of the flow of air is produced. consonants bead > beat bag > back
Consonants are usually classified according to
place of articulation (the location of the stricture
made in the vocal tract, such as dental, bilabial, When identical phones end up adjacent to each
or velar), the manner of articulation (the way in other, they may be pronounced as a single, long
which the obstruction of the airflow is sound two plus seven > two plus eight
accomplished, as in stops, fricatives, ghos(t)s → [goUss]
approximants, trills, taps, and laterals), and the Pitch and Speech
presence or absence of voicing, nasalization,
All speakers have different average pitch. *
aspiration, or another phonation. For example,
the sound for s is described as a voiceless
17
CEP 1
(MIDTERM)

A speaker’s pitch may be culturally (and b. Mary KISSED Peter.


situationally) influenced. *
Pitch as part of language includes both intonation
Tone
and tone.
· pitch operating over syllables to
distinguish words found in ‘tone languages’
Intonation
· tones can be level or contour
pitch as it operates over phrases and sentences
does not distinguish individual words · tone languages may use both types of
tones, and just one
plays a role in determining utterance meaning
Stress
· refers to prominence due of a particular
Edge Tones syllable due to increased amplitude, pitch, and
occur at the end of phrases (including length
sentences). shape the meaning in various ways · Stress placement may be predictable or
aid in processing sentence structure unpredictable.

(1) a. You got an A on the test. · Predictable stress need not be memorized
with words.
b. You got an A on the test?
· Languages frequently have some
c. You got an A on the test, a C on the homework, predictable and some non-predictable stress.
and a B on the quiz.

Language Functions and Useful Expression


(2) a. Yes. (answer)
By Kenneth Beare: English as a Second
b. Yes? (guessing) Language (ESL) Expert
c. Yes. (‘What do you want?’)
d. Yes. (‘I see...’ said evilly) A language function explains why someone says
Pitch Accent something. For example, if you are teaching a
class, you'll have to give instructions. "Giving
refers to the use of pitch used to give prominence Instructions" is the language function. Language
to a word used in English to focus words functions then require certain grammar. To use
(3) a. Who kissed Peter? our example, giving instructions requires the use
of the imperative.
b. MARY kissed Peter.

· Open your books.


(4) a. Who did Mary kiss?
· Insert the DVD into the drive.
b. Mary kissed PETER.
· Purchase your ticket online.

(5) a. What did Mary do to Peter?

18
CEP 1
(MIDTERM)

There is a wide range of language functions. something. What is the purpose? What is the
Here are examples of guessing, expressing language function?
wishes and persuading—all language functions.

Teaching Language Functions


Guessing
Teaching language functions can lead to
· He might be busy today. confusion at times as it's common to use a wide
range of grammatical structures for each
· She must be at work if she's not at home.
function. For example, when expressing wishes
· Maybe she's got a new boyfriend! students might use the present simple (I want ...),
conditional sentences (If I had the money, I
could ...), the verb 'wish' for past and present
Expressing Wishes wishes (I wish I had a new car / I wish she had
come to the party), and so on. When teaching,
· I wish I had five million dollars!
it's best to mix language functions with grammar.
· If I could choose, I'd buy the blue car.
· I'd like to have a steak, please.
Provide functional language as students are
ready to learn. In the example above, using "I
wish I could go to the party" will likely confuse
Persuading
lower-level students. On the other hand, "I'd like
· I think you'll find our product is the best to go to the party" or "I want to go to the party" is
you can buy. appropriate for lower-level classes.
· Come on, let's go have some fun! What
can it hurt?
The more advanced a student becomes the more
· If you give me a moment, I can explain they will be able to explore language and improve
why we should do this deal. increasingly subtle functional demands. Here's a
short overview of some of the most important
Thinking about which language function you'd
language functions by level. Students should be
like to use helps you learn phrases used to
able to accomplish each task by the end of the
accomplish these tasks. For example, if you want
course. Naturally, students should also master
to suggest, you'll use these phrases:
language functions of lower levels:

How about ... Let's ... Why don't we ...


Beginning Level
I'd suggest we ...
· Expressing likes
· Describing people, places, and things
Using Language Function in Your Learning
· Asking yes / no and information questions
· Comparing people, places, and things
It’s important to learn correct grammar such as
the tenses, and when to use relative clauses. · Ordering food in a restaurant
However, if you think about it, it’s probably just as
· Expressing abilities
important to know why you want to say

19
CEP 1
(MIDTERM)

Intermediate Level Students will explore the foundational building blocks of


visual art:
· Making predictions
 Elements of Art: Line, color, texture, shape,
· Comparing and contrasting people, places, space, and form are studied to understand how
and things artists create visual interest and communicate
emotions. For instance, students may analyze
· Describing spatial and time relations how an artist’s use of color can evoke different
moods, or how texture can create realism or
· Relating past events abstraction.
· Expressing opinions  Principles of Design: Concepts such as
balance, contrast, unity, emphasis, movement,
· Showing preferences and rhythm. These principles organize and
· Making suggestions arrange the elements of art within a work,
creating harmony or drawing attention to focal
· Asking for and giving advice points. Understanding these principles enables
students to interpret how these structural choices
· Disagreeing affect viewers' perception and meaning in
artwork.
· Asking for a favor
3. Historical Art Movements and Styles:
Advanced Level
This part examines significant art movements that
· Persuading someone shaped visual culture and historical contexts. Students
· Generalizing about topics will study movements such as:
 Renaissance: Known for its emphasis on
· Interpreting data
humanism, realistic portrayal, and pioneering
· Hypothesizing and speculating techniques in perspective.

· Summarizing  Baroque: Recognizable for dramatic lighting,


movement, and grandeur to evoke emotional
· Sequencing a presentation or speech engagement.
 Romanticism and Impressionism: Each
emphasized personal expression and exploration
WEEK 10: Art Appreciation of natural beauty in different ways.
1. Introduction to Art Appreciation:  Modernism and Contemporary Art: Shaped by
the industrial age and followed by diverse
This section introduces art as a universal human contemporary forms, reflecting globalization and
expression transcending time and culture. Students will technology’s influence.
examine the purpose and relevance of art in capturing
Understanding these movements gives students
human experience, fostering creativity, and enhancing
insight into how historical events, cultural shifts, and
cultural awareness. Emphasis will be placed on
philosophical ideas shape artistic expression, allowing
understanding art's impact on personal growth and social them to see art as a reflection of its time.
empathy and on its role as a medium for communication,
provoking thought, and inspiring change. This section
sets the groundwork for why appreciating art is important
4. Art Forms and Media:
for both personal development and as future educators
who may influence students' perspectives on culture and
Students will study various art forms, each with its
creativity.
medium and techniques, such as:
 Painting and Sculpture: Traditional forms where
2. Elements of Art and Principles of Design: materials like canvas, stone, or metal are used to
create two- or three-dimensional works.
20
CEP 1
(MIDTERM)
 Architecture: Examines structural design that
combines aesthetic and functional Timeline of Philippine Arts and Culture:
considerations, influencing how people interact
with their environments. This part of the lesson offers an overview of
significant periods and transitions in Philippine arts,
 Music, Theater, and Literature: These forms reflecting the cultural and historical development of the
use sound, performance, and narrative to convey nation. The timeline will cover the following key eras:
themes, moods, and stories, enriching viewers'
and listeners' emotional experiences.
 Pre-Colonial Period (Before 1521):
 Digital Arts: A relatively new medium
incorporating technology, such as graphic design, Indigenous Filipino art forms flourished,
video art, and digital installations, showing the influenced by natural resources, spirituality, and
evolution of art into digital landscapes. community values. Artifacts from this era include
By understanding each form and medium, pottery, weaving, jewelry-making, wood carving,
students learn to appreciate the unique capabilities and and the Baybayin script. Traditional performances
limitations of different artistic expressions. such as Kundiman songs and tribal dances like
the Tinikling and Singkil reflect the early Filipinos'
connection to nature, beliefs, and society.
5. Analyzing and Interpreting Art:

This section covers techniques for interpreting visual and  Spanish Colonial Period (1521–1898):
thematic aspects in art. Students will:
Under Spanish rule, Philippine arts
 Learn to assess visual elements like composition, shifted significantly with the introduction of
color, and form. Western art forms and Catholicism. This period
 Consider symbolic meaning, cultural background, saw the rise of religious art, as seen
and the artist’s intended message. in retablos (altarpieces), santos (saints' statues),
and church architecture exemplified by Baroque
 Analyze the emotional response art can evoke designs in iconic structures like the San Agustin
and what elements contribute to that impact. Church. Spanish influence also introduced
literary works written in Spanish and native
Skills in analysis and interpretation allow students
languages, such as the pasyon and awit.
to view art critically, facilitating a deeper appreciation and
the ability to discuss and teach art insightfully.
 American Colonial Period (1898–1946):
6. Art and Cultural Identity:
The American period ushered in modern
art forms and styles, emphasizing education and
Here, the focus shifts to the influence of art on
freedom of expression. Filipinos were exposed to
personal, social, and national identity. Art serves as a
new artistic disciplines, including cinema,
cultural artifact, preserving traditions, beliefs, and values
painting, and theater. National artists like
across generations. Students will explore:
Fernando Amorsolo, known for his idyllic
landscapes, and Guillermo Tolentino, renowned
 Personal Identity: How individuals express their for the Bonifacio Monument, emerged during this
personal identity and emotions through art. time. Literature flourished as English was
introduced in education, leading to works that
 Social Identity: The role of art in community expressed nationalism, such as those by Jose
cohesion, often reflecting shared experiences, Garcia Villa and Manuel Arguilla.
ideologies, and values.
 Japanese Occupation (1941–1945):
 National Identity: The ways art symbolizes a
nation’s history, struggles, and aspirations, Art during this brief period reflects the
becoming a source of pride and unity. struggle and resilience of Filipinos amid hardship.
Due to censorship, artists turned to symbolism in

21
CEP 1
(MIDTERM)
visual art and literature, subtly expressing responded to cultural shifts, colonial influences, and the
resistance and patriotism. Philippine cinema nation’s historical journey, shaping Filipino identity in the
experienced a pause, but theater and music process. This knowledge enriches their appreciation for
served as a medium to boost morale and national the country's art forms and fosters an understanding of
pride. the resilience and creativity embedded in Philippine
culture.

 Post-War and Pre-Martial Law Period (1946–


WEEK 11: KASANAYAN SA FILIPINO
1972): Komunikasyon sa Wikang Filipino
After World War II, Filipino artists
Ang komunikasyon sa wikang Filipino ay isang mahalagang
returned to explore themes of nationalism,
aspeto ng pakikipag-ugnayan sa mga tao sa Pilipinas. Ito ay
identity, and social issues. This era saw the birth hindi lamang limitado sa simpleng pagpapahayag ng saloobin,
of abstract and modernist movements, with kundi sumasaklaw din ito sa mga kasanayan sa pakikinig,
artists like Cesar Legaspi and Vicente Manansala pagsasalita, pagbabasa, at pagsulat. Narito ang ilang
leading the charge. The Philippine Art Gallery pangunahing bahagi ng komunikasyon sa wikang Filipino:
opened in 1951, marking the beginning of the
contemporary art scene in the country. Film and 1. Uri ng Komunikasyon
literature explored more socially conscious  Pasalita: Ito ang direktang pakikipag-usap sa
themes. pamamagitan ng pagsasalita. Halimbawa, mga
talumpati, usapan, at talakayan.
 Pasulat: Ito naman ay tumutukoy sa mga naisulat na
 Martial Law Period (1972–1981): mensahe, gaya ng mga liham, sanaysay, at artikulo.

During this politically tense time, art  Di-Berbal: Ang di-berbal na komunikasyon ay
became a tool for resistance, with artists using tumutukoy sa mga kilos, galaw, at ekspresyon ng
mukha na nagbibigay ng karagdagang kahulugan sa
subversive themes to express dissent against
mensahe. Halimbawa, pagtango bilang pag-ayon o
oppression. The government controlled artistic pag-unawa.
expressions, yet many continued to critique
social issues through metaphorical 2. Kahalagahan ng Komunikasyon
representations in paintings, music, and film.  Pagbuo ng Relasyon: Ang epektibong
Notable artists like Benedicto Cabrera (Bencab) komunikasyon ay nagbubuo at nagpapatibay ng
and filmmakers like Lino Brocka created works ugnayan sa pagitan ng mga tao.
that encapsulated the struggle for freedom and
human rights.  Paghahatid ng Mensahe: Sa pamamagitan ng
komunikasyon, naipapahayag ang mga ideya,
opinyon, at impormasyon.
 Post-EDSA Revolution (1986-Present):  Pagsusuri at Pagsusuri: Nagbibigay-daan ang
komunikasyon sa pagbibigay ng puna at pagtanggap
After the fall of Martial Law, Filipino art ng opinyon mula sa iba, na mahalaga sa personal at
flourished with newfound freedom. Modern and propesyonal na pag-unlad.
contemporary art evolved, blending traditional 3. Mga Kasanayan sa Komunikasyon
techniques with new media. Today’s Philippine
art scene is a diverse tapestry, reflecting global  Pakikinig: Ang aktibong pakikinig ay mahalaga sa
pag-unawa at pagtugon sa sinasabi ng iba. Ito ay
influences, technological advancements, and
nagpapakita ng respeto at interes.
renewed pride in cultural identity. Contemporary
artists and art forms explore themes ranging from  Pagsasalita: Ang kakayahang magsalita nang
personal identity to environmental issues and malinaw at maayos ay nagbibigay ng tiwala sa sarili
social change, marking the Philippines as a at nagpapahayag ng ideya nang epektibo.
vibrant and evolving center of Southeast Asian  Pagsusulat: Ang mahusay na pagsulat ay
art. nakatutulong sa malinaw na pagpapahayag ng
mensahe sa mga nakasulat na anyo.
By understanding this timeline, students gain
insight into how Philippine art has adapted and
22
CEP 1
(MIDTERM)
 Pagbasa: Ang kakayahang bumasa at maunawaan ay naglalaro sa labas” kumpara sa “Siya ay
ang mga teksto ay nagbibigay ng impormasyon at naglalaro nang masigla.”
kaalaman.
4. Mga Kasanayan sa Pagsulat ng Sanaysay at Paglalahad
4. Mga Hamon sa Komunikasyon ng Opinyon
Saklaw ng araling ito ang mga pamamaraan ng pagsulat ng
 Bariabilidad sa Wika: Ang pagkakaroon ng iba't maayos na sanaysay at ang mga teknik para sa malinaw na
ibang diyalekto at wika sa Pilipinas ay maaaring paglalahad ng sariling opinyon. Tatalakayin dito ang paggawa
magdulot ng hadlang sa epektibong komunikasyon. ng balangkas, pagsasaayos ng ideya, at pagsusulat ng
 Kakulangan sa Kaalaman: Ang kakulangan sa introduksyon, katawan, at konklusyon. Halimbawa, sa pagsulat
wastong kaalaman sa balarila at wastong paggamit ng isang sanaysay tungkol sa kahalagahan ng wika sa pagbuo
ng wikang Filipino ay maaaring maging hadlang sa ng identidad ng isang bansa, maaaring ilagay ang opinyon sa
tamang pagpapahayag. bahagi ng konklusyon upang mag-iwan ng matinding
impresyon sa mambabasa.
 Teknolohiya: Ang paggamit ng makabagong
teknolohiya ay nagbago sa paraan ng pakikipag- 5. Masining na Pagpapahayag at Retorika sa Filipino
ugnayan, ngunit maaaring magdulot din ito ng maling Itinutuon ng bahaging ito ang mga kasanayan sa masining na
pagkaunawa sa mensahe. pagpapahayag at ang paggamit ng retorika sa pagsasalita at
pagsulat sa Filipino. Tatalakayin ang mga tayutay, idiomatikong
5. Pagsusuri at Ebalwasyon pahayag, at mga diskarteng retorikal upang gawing mas
makulay at makahulugan ang komunikasyon. Halimbawa, ang
Mahalaga ang regular na pagsusuri ng kasanayan sa
paggamit ng tayutay tulad ng pagmamalabis o hyperbole sa
komunikasyon upang matukoy ang mga aspeto na kailangan
pangungusap na “Sobrang lakas ng ulan, parang binaha ang
pang paunlarin. Ang pagbibigay ng feedback sa mga gawain,
buong mundo,” upang magbigay-buhay at lalim sa isang
tulad ng mga talumpati o sanaysay, ay nakatutulong upang
pahayag.
mas mapabuti ang kakayahan sa komunikasyon.
1. Panimula sa Kasaysayan at Pag-unlad ng Wikang
Filipino Mga Bahagi ng Pananalita
Ang bahaging ito ay nagpapakilala sa mga yugto ng Ang bahaging ito ay tumatalakay sa iba't ibang bahagi ng
kasaysayan ng wikang Filipino, mula sa sinaunang panahon pananalita sa wikang Filipino at ang kani-kanilang gamit at
hanggang sa kasalukuyang panahon. Kasama rito ang kahalagahan sa pagsasaayos ng pangungusap. Sumasaklaw
pagbabago ng wika mula sa pagiging wikang katutubo patungo ito sa tamang pagkilala at paggamit ng mga bahagi ng
sa pagiging pambansang wika at kung paano ito lumago at pananalita upang masigurong malinaw at wasto ang
yumabong sa iba't ibang aspeto ng kultura at pagpapahayag ng ideya. Ang bawat bahagi ng pananalita ay
edukasyon. Halimbawa, ang papel ng mga baybayin at ang tinatalakay upang maipakita ang kanilang papel sa pagbuo ng
epekto ng mga kolonisasyon sa pagbuo ng modernong Filipino lohikal na pangungusap at sa epektibong komunikasyon.
at ang paglaganap ng iba't ibang rehiyonal na wika.
2. Mga Batas at Patakarang Pangwika sa Edukasyon
Dito tinatalakay ang mga mahahalagang batas at patakarang Mga Halimbawa ng Mga Bahagi ng Pananalita:
nagtataguyod ng wikang Filipino bilang pangunahing wika sa 1. Pangngalan – Tumutukoy sa mga pangalan ng tao,
edukasyon at komunikasyon sa bansa. Kasama rito ang lugar, bagay, hayop, pangyayari, at iba
Konstitusyon ng 1987 na nagtatakda ng Filipino bilang pa. Halimbawa: “Si Liza ay nag-aaral
pambansang wika at mga patakaran tulad ng Batas Republika sa paaralan araw-araw.”
Blg. 7104 na nagtatag ng Komisyon sa Wikang
Filipino. Halimbawa, sa mga paaralan, ang Bilingual Education 2. Pandiwa – Nagpapahayag ng kilos o
Policy na nagtatakda ng paggamit ng Filipino at Ingles bilang galaw. Halimbawa: “Tumatakbo si Ana tuwing
mga opisyal na wika sa pagtuturo, lalo na sa mga asignaturang umaga.”
Filipino at Araling Panlipunan.
3. Pang-uri – Naglalarawan sa pangngalan o
3. Balarila at Mga Prinsipyo ng Wastong Paggamit ng Wika panghalip. Halimbawa: “Ang aso
ay mabait at malambing.”
Nakatuon ang bahaging ito sa mga patakaran sa gramatika at
tamang gamit ng Filipino, kabilang ang tamang estruktura ng 4. Panghalip – Pamalit sa pangngalan. Halimbawa:
pangungusap, wastong paggamit ng mga bahagi ng pananalita “Siya ay masipag mag-aral.”
(hal., pandiwa, pangngalan, pang-uri, atbp.), at wastong
paggamit ng mga pangungusap sa iba't ibang 5. Pang-abay – Naglalarawan sa pandiwa, pang-uri, o
konteksto. Halimbawa, ang tamang paggamit ng panlaping kapwa pang-abay. Halimbawa: “Siya ay
“nag-” o “nang” sa mga pangungusap tulad ng, “Siya tumakbo nang mabilis.”

23
CEP 1
(MIDTERM)
6. Pangatnig – Nag-uugnay ng mga salita, parirala, at Pagkakaiba ng Klaster at Diptonggo
pangungusap. Halimbawa: “Mag-aral
ka ngunit huwag kalimutan ang magpahinga.”  Ang klaster ay binubuo ng magkasunod na katinig,
habang ang diptonggo ay binubuo ng magkasunod na
7. Pang-angkop – Nag-uugnay ng panuring sa salitang patinig.
tinuturingan. Halimbawa: “Masarap na pagkain ang
inihain sa amin.”  Ang klaster ay nagpapahayag ng mga tunog na nag-
uugnay sa mga katinig, samantalang ang diptonggo
8. Pang-ukol – Nag-uugnay ng pangngalan sa iba pang ay nagpapakita ng pinagsamang tunog ng patinig.
salita sa pangungusap. Halimbawa: “Ang regalo
ay para sa kanya.” Mahalagang maunawaan ang klaster at diptonggo upang
mapabuti ang kasanayan sa pagbasa at pagsulat sa Filipino.
9. Pangawing o Pangawil – Nagpapakilala ng ayos ng
pangungusap. Halimbawa: “Siya ay mabuting
kaibigan.” Kasaysayan ng Wikang Filipino
Taon Kaganapan
Ang wastong paggamit ng mga bahagi ng pananalita ay Ang mga katutubong Pilipino ay gumagamit ng
mahalaga sa malinaw at makabuluhang komunikasyon. Pre-
iba't ibang lokal na wika at diyalekto, kabilang ang
kolonyal
Klaster at Diptonggo Tagalog, Cebuano, Ilocano, at iba pa. Ang mga
(Bago ang
sistema ng pagsusulat tulad ng Baybayin ay
1. Klaster 1565)
ginagamit para sa pakikipag-ugnayan.
Ang klaster ay tumutukoy sa pagkakasunod-sunod ng
dalawang katinig na magkasunod sa isang salita. Sa Dumating ang mga Kastila sa Pilipinas,
Filipino, ang klaster ay maaaring lumitaw sa unahan, nagsimula ang kolonisasyon, at ang Espanyol
1565
gitna, o hulihan ng salita. Ang pagkakaroon ng klaster ang naging pangunahing wika ng administrasyon
ay nagpapakita ng pagkakaiba ng bigkas at at simbahan.
kahulugan ng mga salita.
Ang Saligang Batas ng Biak-na-Bato ay nagtakda
Mga Halimbawa ng Klaster: 1897 ng Filipino (na nakabatay sa Tagalog) bilang
isang pambansang wika ng mga Pilipino.
o “str” sa “istruktura”
Itinatag ang Konstitusyon ng 1935, na nagtakda
o “kr” sa “krus” 1935
sa Tagalog bilang batayan ng pambansang wika.
o “bl” sa “blusa” Pahayag ni Pangulong Manuel L. Quezon na
1937 nagtataguyod ng Tagalog bilang pambansang
o “pr” sa “prinsipe”
wika ng Pilipinas.
Sa mga halimbawa, makikita na ang klaster ay binubuo ng
Inilabas ang Kautusang Pangkagawaran Blg. 7
dalawang magkasunod na katinig na nagbibigay ng bagong
1940 na nag-aatas ng pagtuturo ng wikang pambansa
tunog at kahulugan sa mga salita.
(Tagalog) sa mga paaralan.
2. Diptonggo
Inilabas ang Kautusang Pangkagawaran Blg. 24
Ang diptonggo naman ay ang pagsasama ng
na nagtakda ng "Pilipino" bilang pangalan ng
dalawang patinig na magkasunod sa loob ng isang 1959
pambansang wika upang mas magbigay-diin sa
silabikong bahagi ng salita. Ang diptonggo ay
pagkakaiba ng iba pang katutubong wika.
nagreresulta sa isang tunog na pinagsama ang
dalawang patinig, na nagiging isang tunog lamang sa Sa ilalim ng bagong Konstitusyon, ang Pilipino ay
bigkas. 1973 itinatag bilang pambansang wika, at ang Ingles ay
itinuturing na opisyal na wika.
Mga Halimbawa ng Diptonggo:
o “ay” sa “buhay” Ang Konstitusyon ng 1987 ay nagtakda ng
Filipino bilang pambansang wika at nagbigay-diin
1987
o “oy” sa “koy” sa pag-unlad nito, kasabay ng pag-uugali ng iba
pang katutubong wika sa bansa.
o “uw” sa “buwal”
Ang Batas Republika Blg. 7104 ay nagtatag ng
o “ei” sa “kain” 1991 Komisyon sa Wikang Filipino (KWF) upang
pangalagaan at paunlarin ang wikang Filipino.
Sa mga halimbawa, ang diptonggo ay nagiging isang tunog
kahit na may dalawang patinig, na nagpapayaman sa tunog at 2009 Ipinahayag ang Buwan ng Wika tuwing Agosto 1-
bigkas ng mga salita. 31 bilang paggunita sa halaga ng wika at kultura
24
CEP 1
(MIDTERM)
Taon Kaganapan
ng mga Pilipino.
Inilabas ang KWF ng bagong Ortograpiyang
2012 Filipino na naglalaman ng mga pagbabago sa
ispeling at paggamit ng wikang Filipino.
Ipinakilala ang Bilinggwal na Edukasyon Policy,
2018 na nagtataguyod sa paggamit ng Filipino at Ingles
bilang mga wika ng pagtuturo sa mga paaralan.

Konklusyon
Ang kasaysayan ng wikang Filipino ay isang salamin ng
kasaysayan at kultura ng Pilipinas. Mula sa mga katutubong
wika, naging pambansang wika ito na patuloy na umuunlad at
umaangkop sa makabagong panahon. Sa bawat yugto,
naipakita ang halaga ng pagkilala at pag-preserba ng wika
bilang bahagi ng pagkakakilanlan ng mga Pilipino.

25

You might also like