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Viva Voce Verbals and Verbal phrases

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Viva Voce Verbals and Verbal phrases. Presented by: Charmaine Erika P. Gesell BSED ENGL 3 Saint Louis University- School of Teacher Education. Curriculum Framing Questions. ESSENTIAL QUESTION: Why is it that words/phrases don’t always mean what it says? UNIT QUESTIONS: - PowerPoint PPT Presentation

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Viva VoceVerbals and Verbal phrasesPresented by:Charmaine Erika P. GesellBSED ENGL 3Saint Louis University- School of Teacher Education

Curriculum Framing QuestionsESSENTIAL QUESTION:Why is it that words/phrases dont always mean what it says?UNIT QUESTIONS:A.Why are there verbals?B.How can one identify a verbal phrase?C.What reasons might J.W. Johnson have when he wrote his poem entitled The Creation?

Curriculum Framing QuestionsCONTENT QUESTIONS:1.What is the formal definition of a verbal?2.What are the three kinds of verbals?3.What are the different functions of each verbal?4.How can you differentiate one kind of verbal from another?5.What is the content, style, and theme of The Creation by J.W. Johnson?

BEC Learning CompetenciesListening

Speaking

Reading

2. Give a persuasive talk on an issue adjusting ones rate/volume of speaking and register to suit the topic, audience and setting in a communication situation3. Employ varied strategies to make sense of unknown words and ambiguous sentencesProcess speech at different rates when listening to informative and argumentative texts

Process speech at different rates when listening to informative and argumentative textsGive a persuasive talk on an issue adjusting ones rate/volume of speaking and register to suit the topic, audience and setting in a communication situationEmploy varied strategies to make sense of unknown words (word derivations, context clues, word analysis, etc.) and ambiguous sentences (e.g. processing kernel and embedded clauses)Process speech at different rates when listening to informative and argumentative textsGive a persuasive talk on an issue adjusting ones rate/volume of speaking and register to suit the topic, audience and setting in a communication situationEmploy varied strategies to make sense of unknown words (word derivations, context clues, word analysis, etc.) and ambiguous sentences (e.g. processing kernel and embedded clauses)

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BEC Learning Competencies4.Produce a unified text by using cohesive devices, coordination and subordination to enhance clarity of ideas, and the appropriate micro-discourse signals to establish meaning relationships

5. React to the values underlying responses to situations in literary pieces

Writing

Viewing

Produce a unified text by using cohesive devices, coordination and subordination to enhance clarity of ideas, and the appropriate micro-discourse signals to establish meaning relationshipsReact to the values underlying responses to situations in literary pieces

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ObjectivesAnalyze the sentences spoken by taking note of the different ways of saying.Justify the different concepts about verbals given through oral recitation.Investigate unknown words and ambiguous sentences by the use of word derivations, context clues, word analysis, etc.

Objectives4. Compose an essay about the topic by using the appropriate transitional devices and words to convey meaning.

5. Critique the literary piece shown.

VerbalsGerundsGerund PhrasesParticiplesParticipial PhrasesInfinitivesInfinitive PhrasesThe Creation by J.W. Johnson (poem)

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