journalism and Spanish-American War - 275 Words

journalism and Spanish-American War (Essay Sample) Content: Name Instructor's name Course Title Date Journalism and the Spanish-American War The Spanish American War is perhaps branded to be both a hull mark in the history of propaganda and the commencement in the practice of the yellow journalism. Ironically, it was the first conflict in which military action was hastened by media houses. The war has been sometimes branded the "Newspaper War" mainly because the influence of a melodramatic press-"the yellow journalismà ¢Ã¢â€š ¬Ã‚ -supposedly brought the conflict (Campbell 126). Joseph Pulitzer and William Randolph Hearst were two rivals in the newspaper industry. Hearts and Pulitzer devoted most of their time trying to capture a larger market in New York by outsmarting the other by printing stimulating stories that attested to be false. Their stories created a belief in the American public that the Cubans were oppressed in the hands of the Spanish, and the only way to gain freedom was through America's involvement. Yellow journalism by Joseph Pulitzer and William Randolph Hearst mainly assisted to influence the way the American reacted to the actions that sparked the Spanish-American war of 1898. (Campbell 126). The yellow journalist published atrocities that they claimed were committed by the Spanish against the Cubans. Perhaps the biggest turnaround w...

Easy College EssayExamples - Tips For Writing a UCLA Essay

Simple College EssayExamples - Tips For Writing a UCLA EssayWhen you need assistance composing your USC article, don't do anything until you know a couple of tips on the most proficient method to get them right. There are some broad tips that you can use.The absolute first tip is in any case an English composing exercise. Work out the absolute best conceivable sentence you can concoct. Give it a great deal of thought before choosing to attempt to complete it.Second, what sort of crowd would you like to compose for? You have to ensure that it's either a homeroom or a scholastic research gathering. Ensure your words seem to be experienced and aware. Recall this is your understudy's homework, so it's dependent upon you to ensure they're getting a charge out of perusing your essay.Third, when composing your paper in the study hall or a scholastic setting, attempt to downplay all language and spelling botches. Your teachers will value it on the off chance that you can speak with them in E nglish. Ensure you show your insight into the language by utilizing any formal and right grammar.Fourth, consistently underscore focuses utilizing sentence structure. Utilize the open and close structure for example, or the 'as'and' structure.Also, be certain that your language and spelling check in any event once per week. This is extremely significant, since your educator will likewise be checking your work for any mistakes.Take some an opportunity to begin your paper and start a discussion with your understudies at USC, regardless of whether it's only a note, or a little note that goes on the base of the page. What's more, make sure to act naturally and be deferential of their group.

Gmat Essay Samples - What You Should Know

<h1>Gmat Essay Samples - What You Should Know</h1><p>Free Gmat Essay Samples is accessible in various configurations. Understudies can work with a PC and a printer to create their paper utilizing an assortment of composing apparatuses including word processors, online programming applications, and illustrations programs.</p><p></p><p>There are various sites that offer free Gmat exposition tests. Some offer what is called a coordinated course for Gmat articles, yet don't really contain the course material, which understudies are then required to take to finish the course. These courses may likewise be offered at a markdown as a feature of a network learning office or understudy center.</p><p></p><p>The choice to make a Gmat article, regardless of whether with free Gmat exposition tests or with an essential course, is a truly adaptable one. This adaptability considers the understudies to profit by the different Gmat comp osing styles and strategies that are educated by the educator. The understudy's capacity to get capable at the composing style they pick can be used as a learning apparatus by the teacher in an assortment of ways.</p><p></p><p>The coursework offered is custom fitted to the understudies in every scholastic control. Numerous teachers offer a few unique styles of paper and you will have the option to pick which styles would best suit your requirements. As a rule, understudies pick a specific style since they think that its simpler to compose and view.</p><p></p><p>Many understudies decide to utilize the product applications that are incorporated with the Gmat Course Materials to assist them with composing and altering of their articles. This kind of programming permits understudies to open reports and organization them any way they need. This sort of programming assists understudies with sparing time and is a decent method to give them ho w they can appropriately arrange the Gmat records that they are working on.</p><p></p><p>One approach to ensure that you can deliver the most ideal paper is to have a guide to survey your exposition. This is an incredible method to audit your Gmat expositions and see where you may need to improve and where you exceed expectations. The coaching administration can assist you with being certain about your capacity to compose and show the educator of the sort of Gmat article that you will be writing.</p><p></p><p>Not all paper composing styles are appropriate for all understudies. Understudies who are battling with particular kinds of exposition will need to talk with the teachers to figure out which style they feel works best for them. Along these lines they can attempt to write in a manner that is increasingly agreeable for them without a tremendous effort.</p><p></p><p>It is significant for understudies to learn however much as could reasonably be expected about their composing style before taking on a class or purchasing a course. The determination of composing style is a significant part of an effective instruction in the English order. Numerous understudies get familiar with the most by doing, so it is constantly suggested that they understand the composing style that they favor before endeavoring to compose a progressively mind boggling assignment.</p>

Review of a Movie Sample Essay

<h1>Review of a Movie Sample Essay</h1><p>A test article about a film survey can be the ideal method to get your resume took note. The film test expositions give you the data expected to make a great paper that will carry your resume to the highest point of the heap. In particular, they permit you to sharpen your composing aptitudes so as to intrigue the employing manager.</p><p></p><p>A survey of a film test will give you an assortment of decisions with regards to what kind of audit to compose. You will be given a theme, some example words, and the configuration for a full-length survey. The examples are so exhaustive, and that is actually what makes them so helpful. Rather than taking the simple course, this would be simply the opportunity to truly plan and put in the exertion important to deliver a strong review.</p><p></p><p>By the time you have composed the entirety of the example sentences and passages, you shoul d as of now have the data you have to recount to a story that will feature your composing capacity, your composing gifts, and your expert assessment on the topic. You ought to have the option to show that you have solid composed aptitudes, the capacity to introduce data in a connecting way, and that you can pass on your character. The paper tests can show you how to make this sort of close to home voice for your resume.</p><p></p><p>Movie audits are ideal for proficient journalists since they permit them to sharpen their composing aptitudes and capacities. The examples are intended to assist you with sharpening your aptitudes in making a strong contention about the film. You would prefer not to just toss a sentence together, at that point simply trust it recounts to the story you need to share. The examples will furnish you with a lot of essential guidelines that you ought to follow when composing an elegantly composed resume survey of a movie.</p><p ></p><p>Instead of starting your audit of a film by appearing to be an obstinate, practically haughty, person who has no clue ofhow to appropriately introduce their thoughts, an elegantly composed survey should start with a basic end. Enlighten the peruser your feeling regarding the film before getting into the bare essential of what they should think about the film. This will help shield the article from feeling like a conscience thing. It additionally permits you to rehash what you think the film is about, instead of offering a conclusion on the film and afterward telling the peruser that you recognize what they ought to think.</p><p></p><p>You should start by depicting your experience as a film crowd part. How right? Was it charming? What's your opinion of the film? These are the sorts of inquiries you ought to present yourself, instead of basically mentioning to the peruser what you feel about the film.</p><p></p><p> By composing an audit of a film test paper, you will have the option to utilize innovative jargon that others will perceive. For instance, the article 'survey of a film' can include the words 'I love,' or 'I despise.' This is an extraordinary method to tell that you realize the best way to utilize language and to speak with others about something you are enthusiastic about.</p><p></p><p>You may likewise be solicited to compose an audit from a music or film score. These kinds of tests require totally different styles of composing than the paper audit of a film. The understudy should have the option to portray the piece, and not simply offer a depiction of the film, and they have to show an information on the music. Keep in mind, the example expositions are intended to exhibit your capacity to appropriately communicate, and all things considered, they are a superb method to feature your melodic talent.</p>

The Future Of Measuring Expected Credit Loss - 1919 Words

Option #1: The Future of Measuring Expected Credit Loss Introduction Global accounting standard setter joined hands to work in a coordinated manner to achieve the goal of creation of single set of accounting standards. Thus, IASB and FASB in response to the issues arisen due to the financial crisis started development of new set of standards. They decided to replace IAS 39 by and built and sub divided the project into three phases: 1) Classification and measurement. 2) Impairment 3) Hedging Both the boards delivered quite some aspect of the project but a converged standard could not be achieved. Due to lack of enough support in terms of difference in jurisdiction and regulatory environment, the IASB and FASB could not work together and IASB decided to go with the forward looking impairment model. The board proposed the applicability of expected credit loss model to the financial instruments which are subject to impairment accounting. Affected Entities All entities that hold financial assets or commitments to extend credit that are not accounted for at fair value through profit or loss The model would apply to: †¢ Financial assets that include assets measured at amortized cost, or at fair value. †¢ Trade receivables †¢ Lease Receivables †¢ Loan Commitments †¢ Financial guarantee contracts The main weakness in the current accounting standards was the delayed recognition of credit losses on loans. The existing model called the incurred model lead to delay in recognition of lossShow MoreRelatedRisk Management Is Not Avoiding Or Eliminating Risk Essay1622 Words   |  7 Pageshedge. Risk management prevents an organization from suffering unacceptable loss that can cause failure or can materially damage its competitive position. Risk management should be a continuous and developing process which runs throughout the organization‟s strategy and the implementation of that strategy. It should address as many of the risks surrounding the organization‟s activities past, present and in particular, future, as possible. It cannot be developed a one-size-fit-all risk management processRead MoreIncome Tax1679 Words   |  7 Pages | | |Taxable temporary difference: a temporary difference that will result in taxable amounts in the future when the carrying | | |amount of the asset is recovered or the liability is settled. | | |Deductible temporary difference: a temporary difference that will result in amounts that are tax deductible in the future | | |when the carrying amount of the asset is recovered or the liability is settled. Read MoreDifferences Between Accounting Treatment Of Pp E Under Us Gaap And Ifrs1004 Words   |  5 Pagesrevaluation of PPE in different ways. Under GAAP, any upward adjustments to initial cost due to change of circumstances are prohibited. PPE is measured at fair value only when fair value s lower than the original cost, which could result in impairment loss. On the other hand, IFRS has options that may allow companies to use fair value. IFRS permits two accounting models for subsequent measurement of PPE: cost model and revaluation model. Under cost model, the asset is carried at cost less accumulatedRead MoreImportance of Financial Statements to Managers, Investors and Creditors1095 Words   |  5 Pagesstockholders and to its board of directors, its managers and some employees, including labor unions. Externally, they are important to prospective investors, to government agencies responsible for taxing and regulating, to lenders such as banks and credit rating agencies, and to investment analysts and stockbrokers. They are especially useful to managers, investors and creditors. Firstly, managers of businesses, more than any of the other users, benefit most from the use of financial statements,Read MoreWhy The Pension Obligation That A Company Should Report On The Financial Statements1372 Words   |  6 Pagesfinancial reporting is provided, the purpose of it is to clarify and easily report the current funded status of the planned assets. The Board (side A) will say that any employer who does not use the measures from the fiscal year end, could incur future costs when finally applying the requirement of the planned assets. The board says that all overfunded plans need to be combined and shown as a pension asset on the balance sheet. The underfunded plans should be combined and shown as only one amountRead MoreNoted In Their Critical Accounting Estimates Section Of937 Words   |  4 Pagesloans segment, loans are acquired through a merger, and are initially recorded at fair value on the date of purchase to satisfy the cost principle. Purchased loans that carry evidence of post-origination credit deterioration as of the purchase date are carried at the net present value of expected future cash flows. All other purchased loans are recorded at their initial fair value, and adjusted for subsequent advances, pay downs, amortization or accretion of any fair value premium or discount on purchaseRead MoreExploring the Contagion and Its Effect on Macroeconomic Conditions1452 Words   |  6 Pagesslow, economic growth in the US was put at risk. The banking sector, heavily exposed to houses that were now underw ater, by way of their investments in collateralized debt instruments featuring subprime mortgages, began to struggle. The result was a credit crisis, followed by substantial government intervention in the industry. This crisis then spread throughout much of the rest of the world. The contagion effect was driven by factors such as financial institution connectedness and exposure to the USRead MoreThe World Of Stock Investing Essay1514 Words   |  7 Pagesand understand the financial successes of certain companies and individuals in the stock market. One such advancement came from the introduction of value investing and the idea of intrinsic value – the underlying fair value of a stock based on its future earning power (Harper). One man, Warren Buffet, led to the rapid growth of value investing due to both his exceptional success and extreme transparency. This combination of success and transparency has given those interested in investing in the stockRead MoreValue At Risk An d Risk Management2858 Words   |  12 PagesValue at Risk Framework or VAR framework is mainly used for financial risk management or financial mathematics in measuring the risk element on a definite portfolio of financial assets, present in any economic organization. This particular portfolio comprises of time event and probability, which states the threshold of the risk loss value over the period of time. These risk loss values are assumed to be according to the market to market pricing, no trading and normal market which contributes in thisRead MoreInsurance is a very important factor to attaining financial viability in an economy. It is a very2300 Words   |  10 Pagesmanagement of both man-made risks and natural disaster risks. The essay further highlights the re-known formulas adopted in measuring man-made risks. In addition to this, it would provide a concise development and challenges arising out of the use of the risk assessment formulas. Finally, the essay will highlight the difficulty, previously arising, out of assessing, measuring and managing natural disaster risks and also elucidate the importance of science and technology in assessment of natural disaster

All About Esl Writing Test Essay Samples

<h1>All About Esl Writing Test Essay Samples </h1> <h2>What Everybody Dislikes About Esl Writing Test Essay Samples and Why </h2> <p>Quite a couple of sections are then joined to make a report, an exposition, or only a book. You should close the significant issue of your content in this part of the content. Truly Amazing rates NO PRESCRIPTION REQUIRED! </p> <p>Each section underneath is joined by numerous individuals of inquiries. For certain inquiries, you will consider the manner in which the section might be changed to upgrade the outflow of thoughts. You'll most likely end up perusing portions of the section on numerous occasions to be sure you completely get it. Think about the gigantic speakers and revolutionaries and their use of redundancy. </p> <p>Keep as a main priority, you're under NO OBLIGATION to start or proceed with exercises. An end shouldn't be excessively long. It may be a generally excellent idea to isolate sentence development and passage incorporating with a couple of unmistakable exercises. You'll need to find the planning blend that is generally appropriate for you through a touch of experimentation. </p> <h2>Ruthless Esl Writing Test Essay Samples Strategies Exploited </h2> <p>Even however there might be a few situations where a constrained sort of hereditary building might be legitimate on simply clinical grounds, it's to be trusted that we'll never permit guardians to start picking and choosing the hereditary make-up of their relatives. The basic thing is to consistently be able to back up these thoughts. Another technique that could be used to ease the accentuation put on the ideal figure is by method of training. Whichever methodology you use, be that as it may, be certain t hat you look out for the time with the goal that you don't use up all available time for breaking down and composing! </p> <h2> Who Else Wants to Learn About Esl Writing Test Essay Samples?</h2> <p>ESL Essay is an exposition that is composed by methods for an individual whose primary language isn't English. To put it in an unexpected way, the exposition should state how you plan to prepare for class. The ESL exposition should be linguistically precise. SAT Essay composing requires a very specific arrangement of aptitudes. </p> <p>Writing practice ought not be exhausting! Understudies will be ready to add them to their own jargon records, and even find how the words are utilized in various recordings. An understudies should endeavor to give a token of the key kinds of the article. The more that they can distinguish all alone, the simpler it will be for them to improve their papers. </p> <p>Clue your understudies into the noteworthiness of utilizing composing as an apparatus and clarify how much less complex it will be for them later on should they set aside a couple of notes from effort to time. Longer lengths of break are plainly required to allow understudies the best conceivable chances of prevailing in their examinations. We figure the technique for getting ready such undertakings will be intriguing and a lot simpler for you whether you comply with the guidance from this guide.</p> <p>The matter of movement must be taken care of judiciously, not inwardly. I am mindful that that might be a genuine issue for some understudies. Clarifying why you accept that guardians are the absolute best educators. </p> <p>Ask yourself on the off chance that the material is adequate to complete the activity, if your understudies are sure about the target group and should the material is identified with them. Before you begin to analyze the 2 subjects, research to make sure about more information on the themes you're expounding on. Remind the understudies there are heaps of assortments of proof. For ideal impacts in your ESL composing exercises, consider the structure you plan to utilize at whatever point introducing the material. </p> <h2>Esl Writing Test Essay Samples Fundamentals Explained </h2> <p>The cost is appeared in a definite undetectable manner. You're responsible for returning at an ensuing time to complete the remainder of your test. This may be valid so we may need to guarantee we get enough rest the previous night in order to get the opportunity to class on time brimming with vitality. Put aside some time to compose. </p> <p>It's one last chance to check structure and significance. In either occasion, you'll need to verify you get an extraordinary thought of how the entry is spread out before you do a careful go through it. Snap the bolt to check your answers. </p>

Danger Signs on Ielts Essay Introduction Samples You Should Know

<h1>Danger Signs on Ielts Essay Introduction Samples You Should Know </h1> <h2> What You Can Do About Ielts Essay Introduction Samples Starting in the Next 7 Minutes</h2> <p>This paper requires a lot of fixation as they simply play the chronicle once! You may utilize the examples as an establishment for turning out how to write in the correct style. In the event that you're unsatisfied with the work you'll have the option to make sure about the activity modified for nothing out of pocket. You can pick the test as soon on the grounds that you can win a booking anyway you should empower some time for extra examination to verify you get a superior result.</p> <h2> Ielts Essay Introduction Samples: No Longer a Mystery</h2> <p>IELTS exposition composing is a somewhat hard test and requires the most preparing. Above all it will verify that the message in your article is easy to follow (one of the significant standards for more elevated level scores). You can find the total rundown on the IELTS official site. High SAT scores will help your chances of making sure about affirmation. </p> <p>Essays, be that as it may, may require to some degree more fearlessness toward the beginning, however as you're as of now here chasing for data, why not regardless practice too. Furthermore, you can check the quantity of words quickly. Just use words you're sure about. At the point when you reword, guarantee you're utilizing words that you're sure with. </p> <h2> Lies You've Been Told About Ielts Essay Introduction Samples </h2> <p>When you are mentioned to make a paper, endeavor to find a few examples (models) of comparative composition and figure out how to watch the art of the author. In case you're to truly pick up from model papers, you should see how to peruse the strategies of the essayist'. Our example paper has a simple yet not too bad presentation where it shows that the examinee knows about the subject and obviously expresses the author's situation to set up the rest of the exposition. View the example expositions out there in our file of test articles or learn all the more concerning the motivations to buy papers from ProfEssays.com. </p> <p>If you're as yet uncertain about your presentation, our exposition editors might want to furnish you with some criticism. In this manner don't get threatened on the off chance that you trust you can't compose such expositions. It was difficult for us all in any case composing papers. A self-presentation paper may be among the least demanding papers to begin. </p> <p>In end, no doubt task articles keep on getting a noticeable part in tertiary instruction as an appraisal apparatus. Composing articles become simpler and you will be significantly faster as well. Evidently, you can't create an incredible theory proclamation in the event that you don't have arranged your article diagram first. An incredible postulation proclamation will uncover the peruser the manner in which the exposition will be organized. </p> <h2> The 5-Minute Rule for Ielts Essay Introduction Samples</h2> <p>When it has to do with composing a general articulation, the absolute first sentence in an initial passage should be a very broad remark about the subject. You have to have two or three sentences by and large. The past sentence gives the answer to the paper question. As can be watched, the previously mentioned sentence makes it completely clear to IELTS analyst what you think about the inquiry. </p> <p>Just be sure that you have c ontentions that help your stand. Do that by alluding to the focuses you've just made in the chief body. There's an indented long statement inside this section. Attempt to recall that a perfectly clear situation all through is a fundamental nature of TR and a solid proposition articulation is a decent starting to alarm the inspector that you making your position clear in the beginning. </p> <p>Try to recollect that it's not the length but rather the evaluation of the presentation that issues. There's more than 1 way to deal with make a presentation. The acquaintance has with be actually appreciate that. An incredible acquaintance needs with be basic. </p> <h2> Whatever They Told You About Ielts Essay Introduction Samples Is Dead Wrong...And Here's Why</h2> <p>To sum up, it's a brilliant idea to have unpaid network administration as a segment of a secondary school program since it will help the cutting edge get ready for business and it'll fabricate a mindful network that is willing and can improve our reality a spot. Soccer is a most loved game played all through the world. </p> <h2> The Fundamentals of Ielts Essay Introduction Samples Revealed </h2> <p>For occasion, you could be mentioned to introduce your assessment on an issue, at that point talk about the favorable circumstances or burdens of it. You must answer these inquiries using the information given in the sections. It looks like a weasel-bear half and half. A solution for this issue is to utilize equivalents. </p> <p>Inside my conclusion, however a veggie lover diet is doubtlessly a healthy choice, gaining a reasonable eating regimen, which contains vegetables and some nutritious meat, is the key. Keep it brief and ensure it's straightforwardly about the inquiry. Thus, by making an arrangement make certain to respond to all the inquiries! Evaluate this assessment article question about the cost of room investigation. </p>

Example Research Paper Outline

Example Research Paper OutlineAs an example research paper outline, you will get a clearer picture of what to include in the paper. An outline will help you organize your thoughts and words and make it easier for you to read and understand your research material. Even if you are writing a paper for a class, a research paper outline can be an invaluable tool to make sure you do not forget important things.The first thing you will need to do is to determine what your research paper is going to cover. There are many types of papers, some of which are written more thoroughly than others. A research paper outline will help you decide which type of paper you will be writing. You will also have an idea of what topic you are going to write about.It is imperative that you begin writing a research paper outline before you even start to write your research paper. If you leave this step out, you might spend a lot of time trying to remember what you will include. This will allow you to find all t he important information easily and it will make it much easier to find the specific words you need when writing your paper. Even if you use a template for your paper, you will still need to do your research first to find all the different words that go into each paragraph and you will need to know exactly what to put in each one.You will also want to find out what types of material will work best for your research paper outline. For example, you will want to use more detail on some topics than others. This is very much dependent on the topic of your paper. You should always avoid going over your limits because it is much easier to cut content out than to make changes. There is no sense going through the trouble of writing a great paper and then ending up with a bad one because you did not write your research paper outline properly.When you are writing your research paper outline, remember that you should focus on one main idea. You should never try to read it through and pick out w ords that you think will help you write your paper. Instead, focus on the central idea that you are going to explore in your paper. You should avoid jumping around too much and jotting down other ideas on your paper at the same time.Using examples is a very effective way to make your research paper outline come to life. Even if you are only going to use one example from your outline, using this will make your paper much more interesting. You should always try to find a person that is similar to the topic you are writing about, so you can use this as a starting point for your research paper outline.You should always put your thoughts into words and should never worry about being perfect when you are writing your paper. If you take this approach, you will make sure that you get the point across. You should always remember that you are writing for a class or for yourself. If you worry about how good you are going to look, it might cause you to lose sight of the main point of your paper .Remember that you will have to write a research paper outline before you even begin to write the paper, so it is important that you write a strong outline. This will help you avoid any unnecessary writing, as well as help you focus on one central idea. Do not worry about what to write about if you do not know what you are writing about, because you will find out as you go.

Walt disney companys yen financing - 1838 Words

CASE STUDY THE WALT DISNEY COMPANYS YEN FINANCING Alexandra Molnà ¡r Laure Vigneron Manuel Aguilee Pimprapai Lertamornkitti Pranav Goyal EXECUTIVE SUMMARY Walt Disney, an American leisure and entertainment company, receives royalty payment from Tokyo Disneyland every year. The royalties were denominated in yen and were constantly growing and becoming significant for the company (8 billion Yen in 1984, with 10-20% projected growth). However, the depreciation of the yen against the dollar could incur the risk of devaluation on the royalties to be received, indicating that Walt Disney should perform hedging. Different solutions are available. First is to (1) buy options to sell yens for dollars or to buy dollars with yen. However this†¦show more content†¦Anderson to hedge this risk of foreign exchange. Mentioned below are the different options that were available for Mr. Anderson to hedge this risk. First solution that the company could have used is to buy/sell options. But the problem Mr. Anderson faced for this was the short-term nature of this solution. Indeed, such options existed with at best a maturity of two years, which was not good enough for the timescale he was considering (10 years horizon). The Future Contracts option, which would permit the Walt Disney Company to exchange Yens against Dollars at a pre-defined rate (and would protect them from the on-going depreciation), is apparently the same issue: it is impossible to find contracts with maturities of more than two years. The Walt Disney Company could have entered a foreign currency swap as they did last year by trying to convert part of their dollar debt into a yen liability. This type of hedge was short-term since Disneys Eurodollar note issues matured in one to four years. The problem regarding such hedging was first it was very difficult to find attractive yen swap rates for such maturities (one to four years), and secondly it would not provide any additional cash to Disney, which is something Mr. Anderson was looking for. That short-term issue could have been dealt with FX forward contracts. Unfortunately, the banks would consider these contracts as a part of their total exposureShow MoreRelatedWalt Disney Company’s Yen Financing Case Essay4601 Words   |  19 PagesIntroduction: The Walt Disney Company is the largest media conglomerate in the world and is headquartered in Burbank, California, USA. It was established by Walt and Roy Disney in 1923. Since its inception, Disney has grown vastly so that operational areas now include theme parks, motion pictures, television dramas and consumer products. In 1955, the most charming place in the world was ‘Disneyland’ was open for the public. The idea was to create a magical place for the whole family. EverRead MoreThe Walt Disney Companys Yen Financing, Harvard Case Study1352 Words   |  6 Pagesthat it becomes more expensive to buy  ¥ and more expensive to buy the foreign import. Risk can work both ways: if the ex-rate is 125 ¥ / $ (dollar appreciates, Yen depreciates) in 6 months, the cost is only $800. In this case, the dollar got stronger, so it became cheaper to buy Yen, and the foreign product (priced in a fixed amount of Yen) became cheaper. Ex-rate volatility (currency risk) means the cost of parts could range between $800-1250 over the next 6 months for the U.S. manufacturer. ImagineRead MoreWalt Disney Case2290 Words   |  10 PagesThe Walt Disney Company’s Yen Financing International Financial Economics Universiteit van Amsterdam Question 1 Should Walt Disney Company hedge its yen exposure? Why? On April 1983 Tokyo Disneyland started to operate. The Japanese company that operated this park paid royalties on certain revenues to Walt Disney Productions. The Yen royalties receipts in 1984 already reached a height of 8 billion Yen. The director of finance of the Walt Disney Company expected a further growth of 10% toRead MoreAccounting 1-4 Chapter100452 Words   |  402 Pagesknow how to read financial statements, you can’t really know your business. Many companies spend significant resources teaching their employees basic accounting so that they can read financial statements and understand how their actions affect the company’s financial results. One such company is Springfield ReManufacturing Corporation (SRC). When Jack Stack and 11 other managers purchased SRC for 10 cents a share, it was a failing division of International Harvester. Jack’s 119 employees were countingRead MoreCase Study on Ebay18810 Words   |  76 Pages143 million user accounts acro ss the world. Through PayPal, individuals and businesses could send or receive money over the Internet. PayPal supported payments in US Dollars, Canadian Dollars, Australian Dollars, Euros, Pounds Sterling, and Japanese Yen. Buyers could also pay for their online purchases on various e-commerce websites and auction sites like eBay using the balance in their PayPal account. Though this mode of transaction was quick, there were also a number of complaints from disgruntledRead MoreSolutions: Income Statement and Pearson Education121412 Words   |  486 PagesTaxes Financial Distress, Managerial Incentives, and Information Payout Policy Capital Budgeting and Valuation with Leverage Valuation and Financial Modeling: A Case Study Financial Options Option Valuation Real Options Raising Equity Capital Debt Financing Leasing Working Capital Management Short-Term Financial Planning Mergers and Acquisitions Corporate Governance Risk Management International Corporate Finance 1 4 16 26 50 69 8 9 106 123 134 148 166 175 184 193 202 216 225 244 253 263 274 300 306Read MoreInvestment Bodie Kane Notes30163 Words   |  121 PagesEurodollar bond. 2. Foreign bonds: bonds issued and denominated in the currency of a country other than the one in which the issuer is primarily located. A Yankee bond is a dollar-denominated bond sold in the US by a non-US issurer. Samurai bonds are yen denomiated bonds sold within Japan. Municipal bonds are issued by state and local governments. They are 3. similar to Treasury and corporate bonds except that their interest income is exempt from federal income taxation. 1. two types of municipalRead MoreContemporary Issues in Management Accounting211377 Words   |  846 Pagesindependence. With the holding company focusing its attention on the return on capital employed (ROCE) from the group, Roberts argues that there was, in fact, a high degree of attachment between the centre and the business unit that he studied. The holding company’s preoccupation with Wnancial returns highlighted the importance of economic performance and its central role in the mediation of the meanings, ties, and interests prevailing within the group. Moreover, the Wnancial routines and resources of the holdingRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesprescriptions could the author take besides the four mentioned here? Generate your own list based on your own experiences with stress. The Case of the Missing Time At approximately 7:30 A.M. on Tuesday, June 23, 1959, Chet Craig, manager of the Norris Company’s Central Plant, swung his car out of the driveway of his suburban home and headed toward the plant located some six miles away, just inside the Midvale city limits. It was a beautiful day. The sun was shining brightly and a cool, fresh breeze was

Bec Curriculum free essay sample

Speaking includes skills in using the language expressions and grammatical structures correctly in oral communication. Reading is getting meaning from the printed page. It includes skills for vocabulary development, levels of comprehension namely, literal, interpretative, critical analysis and application, literary appreciation and study skills. Writing includes readiness skills, mechanics, guided writing, functional, and creative writing. Learning activities to develop competence in these phases of communication should be varied, meaningful and realistic. Science and Health concepts may be used as content in English especially for Grades I and II, but not to the extent of neglecting the content in the English books for the grade. Grade III is considered the threshold in reading. Thus, at the end of the third grade, every child is expected to be a functional/successful reader. TIME ALLOTMENT Learning Areas English Daily Time Allotment III IV V 100 80 80 I 100 II VI 80 100 The daily period of 100 minutes is allotted for Grades I-III. There is no increase in time allotment for Grades IV-VI because basic literacy skills are expected to have been developed in Grades I-III. The 20-minute increased time allotment may be used for mastery of the skills through any of the following: peer tutoring spelling lessons enrichment/reinforcement for fast learners writing (practice) remediation for slow learners free reading 1 EXPECTATIONS GOAL: Access varied information and creatively use them in spoken and written forms; communicate fluently and accurately orally and in writing, for a variety of purposes and different social and academic contexts at their level while carrying out activities in everyday life At the end of Grade VI, the learner is expected to listen critically; communicate one’s feeling and ideas orally and in writing with a high level of proficiency; and read various text types materials to serve one’s own learning needs in meeting a wide range of life’s purposes. At the end of Grade V, the learner is expected to listen critically to different text types; express ideas logically in oral and written forms; and demonstrate interest in reading to meet one’s various needs. At the end of Grade IV, the learner is expected to listen critically to news reports, radio broadcasts and express ideas accurately in oral and in written form; demonstrate more independence in the use of language to meet everyday needs; and read independently for pleasure and get information from various text types. At the end of Grade III, the learner is expected to listen critically to get information from text heard; demonstrate independence in using the basic anguage structure in oral and written communication; and read with comprehension. At the end of Grade II, the learner is expected to listen critically to 1-2 paragraphs; use appropriate expressions in varied situations and about places and topics of interest; read critically and fluently in correct thought units, texts for information and entertainment and respond properly to environmental prints like signs, posters, commands and requests; and write legibly simple sentences and messages in cursive form. At the end of Grade I, the learner is expected to recognize differences in speech sounds, word stress, intonation patterns in sentences heard; speak clearly and use appropriate expressions in talking about oneself and the immediate environment; read with ease and understanding beginners’ books in English; and write legibly information about oneself, common words and simple sentences in manuscript form. 2 The Philippine Elementary Learning Competencies (PELC) The PELC is a listing of expected outcomes in the four phases of Communication Arts, namely, listening, speaking, reading and writing. The expected outcomes are stated in behavioral terms hierarchically arranged from the simplest to the most complex. The expected outcomes (skills) for each component are in matrix form per grade level. With this arrangement, teachers can easily pick out objectives from each phase in preparing his/her lessons to show integration within learning areas. The teacher is free to decide whether to have the four components or only two or three components integrated in a day’s lesson. Here is a sample lesson plan showing the four components integrated in a day’s lesson for 100 minutes. Science concepts are integrated in this lesson. I. Objectives Tell what the story heard is about (Listening) Use of this/that with singular form of nouns (Speaking) Give appropriate heading for a set of pictures/sentences (Reading) Write words/phrases – copying from a model (Writing) II. Subject Matter Telling what the story/picture is about Use of this/that with singular nouns III. Materials: short story, pictures 3 IV. Procedure A. Listening †¢ †¢ Motivation – showing pictures of animals; talking about pets or animals they know Listening to a story Pussy Cat is big. Its color is white and black. She sleeps under the chair with her three little baby kittens. The baby kittens are very small. Pussy Cat is always beside the baby kittens. †¢ Comprehension Questions Who has baby kittens? What is Pussy Cat doing? What are the baby kittens doing also? What is our story about? B. Speaking Show picture of a cat and say: This is a cat. The cat is big. Ask pupils to hold the picture and repeat the sentence. Ask them to tell something about their personal belongings. e. g. This is my bag. My bag is red. Introduce the use of that. Teacher says: This is a bag. What is this? Guide the pupils to say – This is a bag. (pointing to the object) Practice: Pupils take turn in asking and answering questions using this-that. e. g. Pupil 1: This is a pupil. What is this? Pupil 2: That is a pencil. (Pupil 2 shows another object and repeat the sentence pattern. ) (There is pupil to pupil interaction with this kind of activity. ) Let the pupils understand that – This and That refer to one object. 4 C. Reading Teacher recalls the story used in listening. Teacher/pupils read the story. Question: Which of the following is a good title for the story? a. My Pet b. Pussy Cat c. Pussy Cat and Her Kittens Present these words on the board or show pictures. Pupils read the words or give the names of the pictures. a. pig b. pig dog goat bird carabao monkey cow Question: What are these words called? What words would be the title/heading for the animals in Set A? Set B? Science Concepts: There are different animals around. Some animals make good pets. Some animals give us food. Infusion of Values: Animals need care. We should be kind to animals. Practice: Read these sentences and give a title for each group of sentence. e. g. There are many animals in the farm. The animals make different sound. The dog barks. The cat says, â€Å"meow, meow. † The duck says, â€Å"quack, quack† Group Activity: Assign 3 or 4 leaders who will be holding strips of paper with titles of the sentences or pictures distributed to the pupils. When the leaders show the strips of paper, the pupils holding the pictures/sentences group together to their respective leaders. D. Writing – Copy the sentences and fill in the blanks. My Pet I have a ______. I call it ______. Its color is _____. My pet eats ______. 5 V. Evaluation: †¢ †¢ Evaluation of written work, neatness, etc. Fill the blank with this or that. Father reads a book and says, â€Å"_____ is a good book. † (Picture of father holding a book. ) †¢ Give a title for the set of words and sentences. orange VI. Agreement: apples guavas pineapple Ask the pupils to write down words or sentences related to the following: Games I Like to Play The teacher should strive for mastery of a particular objective before proceeding to the next higher one. Objectives may be taught for two or more days but with different activities/exercises for each day. Criterion – reference test should be administered to measure mastery of the objectives/skills taught. ENGLISH – GRADE I LISTENING 1. Respond appropriately to expressions listened to * †¢ greeting others †¢ leave taking SPEAKING 1. Use expressions listened to in appropriate situations Ask and answer questions e. g. What’s your name? Where do you live? What grade are you in? How old are you? etc. 2. Give short commands and directions READING 1. Recognize wo rds commonly heard through sight word †¢ courteous expression †¢ one-step direction WRITING 1. Demonstrate Writing Readiness Skills * †¢ free-hand writing †¢ connecting dots 2. Follow simple one-step direction heard e. g. stand up sit down . Identify common printed materials e. g. book, newspaper, 2. 1 Turn the pages of a reading material properly 2. Trace and copy lines * †¢ straight †¢ slanting †¢ horizontal †¢ curve †¢ circular 3. Write legibly, accurately in manuscript form the capital and small letters of the alphabet 3. 1 Trace and copy letter with †¢ straight lines †¢ combination of straight and slanting lines e. g. Nn Aa †¢ combination of straight and curved lines e. g. Dd †¢ rounded strokes with loops e. g Cc 3. Identify specific sounds from a background of different sounds heard * †¢ loud and soft †¢ high and low 3. Talk about the meaning of sound signals heard e. g. roosters crow in the morning, ships make loud sounds when they arrive 3. Sharpen visual discrimination skills * †¢ similarities and differences of objects/pictures as to size, length †¢ identifying missing parts of pictures †¢ left to right eye movement Identify letters that are similar/ different in a group of letters * included in the 8-Week Curriculum 7 LISTENING 4. Identify speech sounds heard †¢ initial and final consonant and vowel sounds e. g. /f/ vs. /p/; /e/ vs. /iy/ SPEAKING 4. Produce words listened to with †¢ initial and final consonant ounds †¢ initial and medial vowel sounds READING 4. Associate names of objects/ pictures with their printed symbols e. g. words with †¢ initial and final consonant sounds †¢ critical consonant and vowel sounds 5. Sing/act rhymes, poems, jingles WRITING 4. Write the letters of the alphabet according to: †¢ grouping †¢ proper sequence 5. Ide ntify words that rhyme in poems/jingles 6. Recognize rising and falling intonation and meanings they signal †¢ yes-no questions †¢ wh- questions †¢ statement 5. Recite rhymes, jingles with correct intonation and stress 6. Talk about oneself/others/things 6. Read orally high frequency words in running print – Dolch Use singular form of nouns Basic Sight Word †¢ this/that is with objects 6. 1 Increase one’s vocabulary †¢ a and an in naming †¢ words about family members objects †¢ labels and sign in school Use the plural form of nouns †¢ synonyms and antonyms †¢ noun + s 6. 2 Identify the parts of a book †¢ these are/those are + cover, title, table of contents noun 7. Use personal pronouns 7. 1 Use the pronoun that agrees in gender with its antecedent 7. Tell what the picture or a series of pictures is about 7. 1 Tell what the story is about †¢ composite picture e. . a garden scene †¢ solo picture e. g. red rose 8. Answer wh-questions based on stimuli presented Objects: †¢ composite pictures †¢ experience charts 8 5. Write words and phrases 5. 1 Copying from a model †¢ name, grade, school 5. 2 Dolch Basic Sight Word †¢ days of the week 7 Give the main idea of a selection heard 6. Copy paragraph with 2 to 3 sentences †¢ use the correct punctuation mark 8 Note details in a selection heard †¢ answering wh- questions †¢ identifying setting, characters, events 8. Use verbs †¢ simple present form 7. Write from dictation †¢ common words †¢ phrases †¢ simple sentence LISTENING 8. Select the details of a story heard from a set of pictures SPEAKING 8. 1 Use –ing form of the verb in response to: †¢ What is _____ doing? ____ is cooking. †¢ What are _____ doing? ____ are playing. READING 9. Organize ideas †¢ Grouping pictures based on similar ideas †¢ Select appropriate heading for a: set of related pictures set of words/phrases set of sentences 10. Tell the sequence of natural events †¢ plant growth †¢ life stages of animals 10. 1 Tell what happened first, second, last in a series of pictures 11. Perceive relationship †¢ source e. g. egg-chicken †¢ function e. g. tab le-trees †¢ part-whole e. g. eyes-face 12. Predict outcomes †¢ Give the possible ending of a series of pictures/given events †¢ Tell what would happen next to a set of pictures 13. Infer 13. 1 what a person or animal does 13. 2 what have happened before/after an event 9 WRITING 8. Write names of common objects learned in listening and speaking †¢ common signs in the classroom 9 Tell the sequence of events in a 8. 2 Use the verb to be (am, is, are) story heard through pictures with nouns and pronouns as subject 8. 3 Use the simple past form of the verb (regular verb) 10 Act out best liked parts of story heard 9. Use words that describe persons, animals, places (adjectives) 9. Use the positive form of regular adjectives 9. Write sentences using synonyms and antonyms to describe objects 11. React to what the character said/did on a story listened to 10. Talk about topics of interest in 2-3 sentences 10. Write sentences about one’s self and family 12. Infer the feeling/traits of characters in a story heard 1 1. Compose greetings in cards e. g. Happy Birthday ENGLISH – GRADE II LISTENING 1. Identify speech sounds heard initial consonant blends initial and medial vowel sounds words with diphthongs 1. 1 Discriminate speech sounds heard critical consonant and vowel sounds e. g. /s/ vs. z/ /? e/ vs. /ey/ SPEAKING 1. Improve pronunciation skills 1. 1 Use initial consonant blends initial and medial vowel sounds words with diphthong critical consonant sounds critical vowel sounds 1. 2 Use courteous expressions in appropriate situations greeting others taking leave offering help READING 1. Associate names of objects. pictures with printed symbols 1. 1 Read automatically high frequency words in running print 1. 2 Recognize words using spelling patterns. c–v–v–c c–v–c–c consonant clusters in initial and final position consonant clusters and blends in initial/final position WRITING 1. Copy legibly, accurately and neatly in manuscript form of a given text sentences paragraph rhymes/poems learned 2. Recognize the rising and falling intonation in: yes-no questions wh- questions statements 2. Ask and answer questions 2. 1 Use short answer forms to questions e. g. Who is your teacher? Does the dog bark? 2. Increase one’s vocabulary by learning synonyms and antonyms of common words 2. Use capital letters in writing one’s address, names of persons, subjects, the beginning letter of the first word in a sentence 1. 1 Write common abbreviations e. g Mr. , Mrs. 1. Copy words in alphabetical order 3. Copy paragraph observing indention, capitalization and punctuation 4. Copy poems/rhymes accurately 5. Demonstrate readiness skills in cursive writing 2. Follow simple one-step directions heard 3. Give commands/directions two-step direction 3. Do accurately slow reading to follow a simple one-step direction 3. 1 Follow printed directions for test taking 4. Pantomime/act out rhymes and jingles 4. 1 Feel the rhythm through clapping, etc. 3. Identify words that rhyme in 2-3 stanza poems 4. Recite short verses, two-stanza poems with correct intonation and stress 0 LISTENING 5. Give the main idea of a selection listened to Tell what the story is about SPEAKING 5. Talk about oneself/others things/ events 5. 1 Use nouns This/that with singular form of nouns Plural form of regular noun These are/those are with plural noun 5. 2 Use possessive pronouns (My, You, His, Her, Your) Use the pronoun that agrees in gender with its antecedent READING 5. Get the main idea 3. 2 Tell what the set of related pictures is about Give the appropriate heading for a set of †¢ pictures †¢ sentences 3. 3 Group similar ideas under proper heading WRITING Write important dates, abbreviations in cursive Birthday Days of the week Months Address 6. Write from dictation Phrases Simple sentences Sentences in paragraph form 3. 4 Distinguish big ideas from small ideas 7. Write sentences/short paragraph about the pictures 3. Note details in selection listened to 3. 1 Answer wh-questions 7. Retell best-liked parts of a story heard 5. 3 Use verbs 5. 3. 1 Use simple present form of verbs with singular/plural nouns as subject 5. 3. 2 Use the -ing form of verbs (verbs of being) 5. 3. 3 Use the simple past of the verbs commonly used 5. 3. Use positive/negative form of auxiliary verbs 5. 3. 5 Use two-word verb 6. Use adjectives to describe people, animals, places Use the positive form of regular adjectives 4. Note details in short paragraph, poems, stories read 4. 1 Note explicit details descriptive words identify characters, setting etc. of the story 5. 2 Note implied details 5. Organize ideas 5. 1 Group pictures showing similar ideas 5. 2 Identify words/phrases sentences that go with a given concept/idea 7. Sequence events 7. 1 Tell what happened first, second, etc. 7. 2 Tell what happened before/after an event 7. Arrange words alphabetically based on the first letter 11 8. Act out best-liked parts of a story heard 7. Use preposition and prepositional phrase 8. Write the correct spelling of words learned in auditory discrimination LISTENING 9. Impersonate well-liked characters in a story heard SPEAKING 8. Talk about topics of interest in 3-4 sentences READING 8. Perceive relationship shown in pictures 8. 1 Identify the cause of a given effect 8. 2 Infer details in passages that are not signaled explicitly WRITING 9. Write sentences from a picture stimulus 10. Give a possible ending to a situation/story heard . Predict outcomes 9. 1 Tell the possible ending of a situation presented through pictures 10. Write a different story ending to a story read/heard 9. 2 Give events that could happen next 11. Make inferences Inf er hidden information from oral texts 10. Infer what have happened before/ after an event 11. Write a composition about a given topic 10. 1 Prepare an invitation card based on a model 10. 2 Write short notes to friends/family member 12 ENGLISH – GRADE III LISTENING 1. Identify words with – †¢ final consonant sounds †¢ initial and final consonant blends and clusters SPEAKING 1. Increase one’s speaking vocabulary 1. 1 Use words presented under auditory discrimination in sentences READING 1. Recognize words using spelling patterns as clues e. g. digraphs Cvc Consonant clusters in initial and final position 1. 1 Recognize words through repeated exposure 2. Read orally 1-2 stanza poems with correct pronunciation, stress and rhythm 2. 1 Read orally or commit to memory well liked lines in a poem/selection 2. 2 Use context clues to get meaning of unfamiliar words 2. 3 Use the glossary to get meaning of new words 3. Read orally conversations/dialogs observing proper intonation 4. Follow simple two-step directions two separate simple sentences compound sentences 5. Get the main idea distinguish big ideas from small ideas give appropriate title for a paragraph identify key sentence in a paragraph WRITING 1. Write legibly and neatly observing correct letter form, capitalization, punctuation and spelling copying from a model letters of excuse, apology name and write the parts of a letter 2. Identify words that rhyme in poems heard 2. Recite short verses, 1-2 stanza poems with correct intonation and stress 2. 1 Recite poems with gestures 2. 2 Memorize short verses . Write contractions correctly 3. Recognize the rising and falling intonation in questions and answers heard 4. Follow two-step directions heard 3. Use courteous expressions in appropriate situations e. g. inviting someone 4. Give short commands/directions three-step directions 5. Ask and answer questions about oneself/others using pictures dialogues comic strips 3. Write different kinds of sent ences Telling, asking, requesting and exclamatory sentences 3. 1 Write one’s own address correctly 4. Copy paragraph with 4-5 sentences observe indention, capitalization and punctuation 5. Give the main idea of a selection listened to 13 LISTENING 6. Note details in selections listened to (1-2 short paragraphs) answer who, what, when, where questions SPEAKING 6. Talk about oneself things/events 6. 1 Use the singular form of nouns with verbs of being 6. 2 Use the plural form of Nouns 7. Use possessive pronouns 7. 1 Use pronouns that agree in gender with its antecedent 8. Use verbs 8. 1 Use the correct form of the verb that agrees with the subject in number 8. 2 Use the correct time expression to tell an action in the present past future 8. 3 Construct sentences with simple subject and predicate 9. Use words that describe persons, places, animals, ideas, events (adjectives) READING 6. Note explicit and implied details from a story read Answer how and why questions 6. 1 Decode words using structural analysis prefixes compound words 7. Organize ideas 7. 1 Classify related ideas/concept under proper headings 7. 2 Identify proper heading for related sentences 7. 3 Outline a 2-paragraph text with explicitly given main idea 8. Sequence events 8. 1 Arrange events as to space order line order both space and time order 8. 2 Number events in a story read 8. 3 Arrange words alphabetically based on the first and second letter 9. Perceive relationship 9. 1 Identify cause – effect relationship 9. 2 Identify and use language clues that signify cause-effect relationship e. g. because, as a result 10. Predict outcomes 10. 1 Give an appropriate ending to a given situation 14 WRITING 5. Write from dictation different kinds of sentences with correct punctuation marks –telling, asking etc. 6. Write the correct spelling of words learned in listening, speaking and reading 7. Write simple letters for a given purpose letter of excuse letter of apology 7. Sequence events in the story listened to through pictures/groups of sentences/guided questions 8. Write utterances on a given situation/comic strip presented 8. Retell best-liked parts of a story heard Use the positive, comparative and superlative forms of adjectives 9. Write a different story ending 10. Write sentences from a set of pictures to make a story LISTENING 9. Make inferences Infer traits of characters based on what they do or say in a story listened to SPEAKING 10. Use expressions to show location 11. Talk about topics of interest in 4-5 sentences 11. Infer READING WRITING 11. Write a different story ending 11. 1 what have happened before or after 11. 2 insight from what is read or observed 12. Draw conclusion using picture-stimuli/passages 12. Fill out forms correctly †¢ library form †¢ Information Sheet 10. Distinguish between facts and fancy from stories heard 13. Evaluate ideas 13. 1 Tell whether an action or event is a reality or fantasy 13. 2 Identify irrelevant ideas in a passage 14. Read orally or commit to memory poems/verses 13. Write a short story from a given situation 15 ENGLISH – GRADE IV LISTENING 1. Distinguish rising and falling intonation 2. Identify the stressed and unstressed syllables e. g. stress on the: first syllable (library) second syllable (industrious) third syllable (elementary) 3. Recognize pauses and stops in utterances that signal meaning e. g. Roy, the boy in white/is my cousin. (describing Roy) Roy/the boy in white is my cousin. (talking about Roy) 4. Follow 3-4 step directions heard 2. Give series of directions using sequence signals e. g. first, then, next, etc. SPEAKING 1. Use words with stressed and unstressed syllables in sentences READING 1. Decode words in stories read using phonetic analysis e. g. /ze/z/- breeze /th/ thank Read orally stories/poems with correct stress and Intonation Show enjoyment of stories/poems read 2. Use the dictionary to interpret stress marks for correct accent select appropriate meaning from several meanings given to locate words using guide words 3. Do accurate, slow reading in order to follow common directions in: prescriptions medicine labels simple experiments 4. Identify meaning of unfamiliar words through structural analysis words with affixes and inflectional endings compound words and their components words written as: one word (backyard) two words (security guard) hyphenated (sister-inlaw) WRITING 1. Write the correct spelling of words with stressed and unstressed syllables e. . words with silent letters words ending in –ph sounded as f 2. Write sentences/paragraphs giving simple directions in doing something e. g. making a project playing a game 3. Write from dictation sentences and short paragraph observing correct spelling capitalization and punctuation marks 5. Get information from a conversation listened to 3. Use courteous expressions in ap propriate situations e. g. telephone conversation 16 LISTENING SPEAKING 4. Ask and answer questions about oneself/others/pictures use because, so that, in order 5. Use the plural form of nouns in sentences e. g. ouns ending in f: chief-chiefs leaf-leaves use expressions denoting quantity e. g. a lot of, some, etc. READING use context clues synonyms, antonyms, homonyms WRITING 6. Give the main idea of a selection listened to: -Tell what the story/poem/ news is about in two or three sentences 4. Give the main idea of a 2-paragraph text 4. 1 Identify the main idea that is implied or explicitly stated 4. 2 Evolve a title in topic form for text based on the main idea or big idea 4. 3 Skim the general idea on what the material is about 4. 4 Read orally one’s best liked part of a story 5. Note significant details that relate to the central theme 5. Locate answers to wh-, how and why questions that are explicitly stated in the texts 5. 2 Demonstrate knowledge of story grammar by be ing able to identify setting, characters and main events in the story 5. 3 Find descriptive words/action words in selection read 5. 4 Read orally one’s best liked part of a story 6. Organize ideas 6. 1 Classify related ideas/concepts under proper heading 6. 2 Give a heading or title for texts read 6. 3 Identify sub-heading for a given heading 17 4. Write a paragraph/short story from one’s experience 7. Note details in a selection listened to: -identify setting, suspense, climax in the story 6. Use possessive form of singular nouns e. g. Renato’s bag 6. 1 Use possessive form of plural nouns e. g. the boy’s shirt 5. Write letters observing the correct format thank you letter letter of invitation letter of congratulations 8. Classify related ideas from news/ stories heard 7. Use a variety of sentences declarative interrogative imperative exclamatory 7. 1 Construct simple sentences with modifiers and compliments 6. Write a paragraph based on an outline LISTENING SPEAKING READING 6. 4 Outline a two-paragraph passage 6. 5 Outline a story read 6. 6 Use the outline as a guide in retelling or summarizing the story 7. Sequence events/ideas 7. 1 Sequence the major events/ideas in a selection 7. 2 Arrange a set of given events in logical order to make a story e. g. time order space order both space and time order 8. Perceive relationship 8. 1 Identify statements/events that show cause-effect relationship 8. 2 Give cause-effect relationship in paragraph/passages read 8. 3 Use the word because/so that to identify statements that show cause-effect 9. Predict outcomes 9. 1 Give an appropriate ending to a given situation and give justification for such ending 10. Infer 10. 1 character traits from a selection read WRITING 9. Sequence events in the story listened to through groups of sentences/guided questions 8. Use object pronouns (me, him, her, us, them, you) 8. 1 Use the object pronoun that agrees in number with its antecedent 7. Write essays arrange paragraphs according to order of time/events and location 9. 10. Report on a news item/radio broadcast heard Use the different verb forms (regular and irregular) present form past future 9. 1 Use the verb that agrees with the subject in number 8. Write a variety of texts letters, paragraphs using a variety of sentences riddles, mottos, sayings 11. Predict the outcome of stories heard 0. Use words that describe persons, places, animals, events (adjectives) 10. 1 Use the positive, comparative and superlative forms of regular adjectives 11. Use adverbs of place and time 9. Compose riddles, slogans and announcements from given stimuli e. g. semantic maps, planned activities/programs 10. Write utterances/expressions on situations/comic strip presented e. g. Thank you! You’re great! 12. Infer the feelings of characters based on how they talk (volume, voice, stress) 13. Give conclusions to situations/ news/oral report heard 12. Use prepositions and prepositional phrase e. g. among in a month 11. Draw conclusions based on information given 18 LISTENING 14. Evaluate ideas and make judgments on oral texts presented orally 14. 1 Distinguish between fact and opinion SPEAKING 13. Talk about topics of interest in 56 sentences READING 12. Evaluate ideas and make judgments 12. 1 Tell whether an action or event is reality or fantasy 12. 2 Distinguish between fact or opinion 12. 3 Compare and contrast text information with prior knowledge 12. 4 Evaluate the likelihood that a story could really happen 12. 5 Determine an author’s perspective on the central topic WRITING 11. Write paragraphs Descriptive Narrative 12. Write diaries and journals 13. Write summary of story read fable fairy tale 19 ENGLISH – GRADE V LISTENING 1. Distinguish changes in meaning in sentences caused by shift in intonation e. g. She’s coming. (plain statement) She’s coming? (for confirmation) 1. 1 Distinguish changes in meaning of words caused by stress shift e. g. Please record (verb) the test result in the class record (noun) SPEAKING 1. Increase one’s speaking vocabulary 1. 1 Pronounce words putting stress on the correct syllable 1. 2 Use the correct intonation for statements and questions 1. 3 Use courteous expressions in conducting a club meeting READING 1. Decode meaning of unfamiliar words 1. 1 Decode words in stories using structural analysis 1. 1. 1 words with affixes prefixes and suffixes 1. 2 Identify the different information given to a word in a dictionary syllabication stress marks multiple meaning of words. 1. 3 Use synonyms and antonyms 2. Follow printed directions in filling up school forms Information Sheet 3. Get the main idea 3. 1 Give heading to a set of related ideas 3. 2 Identify the key sentence in a paragraph 3. 3 Identify the details that support the key sentence 3. 4 Skim to get a general idea on what the material is about 4. Note significant details 4. 1 Identify the setting, characters and ending of stories read 4. 2 Draw pictures of Incidents/characters from a selection heard 4. 3 Identify oneself with a character in the story WRITING 1. Write the correct spelling of words learned in listening, speaking and reading 2. Follow a series of directions (5 to 6 steps) 3. Give titles to paragraph/stories listened to 4. Note details in a selection listened to: Make a story grammar to remember details (setting, character, events Give implied ideas or information 5. Get information from news report heard 5. 1 List down important ideas/events . Make simple and accurate descriptions and announcements 3. Use plural form of nouns in talking about oneself/others irregular nouns 4. Retell selections listened to 5. Use a variety of sentences simple compound complex 6. Use possessive form of plural nouns proper nouns ending in s or z 2. Fill out school forms correctly Information Sheet Bank deposit and withdrawal s lip 3. Write a paragraph from the pictures drawn Beginning sentence Middle Ending 4. Arranging sentences according to order of time/importance in writing a paragraph 5. Write rhymes/jingles related to the selection read 20 LISTENING 6. Sequence events in the story listened to through groups of sentences SPEAKING 7. Use pronouns 7. 1 Demonstrative (who, where, etc. ) 7. 2 Reflexive (myself, herself, etc. ) 7. 3 Ask and answer questions about oneself/others No + negative (No, I’m not. ) rejoinder Yes + positive rejoinder (Yes, I am. ) positive stem + negative stem It’s a puppy, isn’t it. negative stem + positive tag READING 5. Organize ideas 5. 1 Identify the major ideas/concept in a selection 5. 2 Organize the key sentence and supporting details into an outline 5. 3 Make a two-point outline of a 2 to 3 paragraphs 6. Sequence the major ideas/concept in a selection 7. Perceive relationship give possible causes to a given effect and possible effects to a given cause 8. Predict outcomes 8. 1 Give possible endings to a selection 8. 2 Give an appropriate ending to a selection WRITING 6. Write a 2-point sentence outline 7. Identify cause/effect from statements/situations heard 7. Write reports from writing models Science report television shows schools and community news 8. Write an ending to an incomplete story 8. Give justification to a possible ending to a story heard 8. Use the different verb forms 8. 1 Simple present for general truth 8. 2 Habitual past (use to + verb) 8. Future (going to + verb) 8. 4 Use two-word verb 9. Use words that describe Persons, places, animals, Ideas (adjectives) 9. 1 Use the positive, comparative and superlative forms of adjectives 9. 2 Use descriptive words and phrases as + adj. + as 10. Use adverbs10. 1 Adverbs of manner and frequency 10. 2 Use words that can function as adjectives and adverbs 10. 3 Use prepositio n + prepositional phrase 21 9. Identify action words/ descriptive words in sentences/paragraphs heard 9. Infer traits of character the general mood of expression in a selection how the story would turn out if some episodes were changed 9. Write descriptive paragraph letters of invitation/request telegrams announcements 10. Evaluate and make judgments on oral texts presented orally 10. Draw conclusions based on information given 11. Evaluate ideas/make judgements 11. 1 Identify facts/opinions in a selection read 11. 2 Give opinions about information read 10. Respond in writing based on stimuli- result of an observation/ experiment acceptance letter descriptive/narrative LISTENING 11. Report accurately information heard SPEAKING 11. Direct and indirect discourse e. g. Direct – Lydia said, â€Å"Fe write a letter. † Indirect – Lydia told Fe to write a letter. 1. 1 Transform direct to indirect or vice versa 11. 2 Change statement to question or vice versa e. g. Nora writes a letter. Does Nora write a letter? 12. Talk about topics of interest in 7-8 sentences READING 11. 3 Get information from newspapers parts of a newspaper and information from each part 12. Use library resources to get informa tion Card catalog Atlas, encyclopedia Newspapers WRITING 11. Write reported statements in paragraph form 11. 1 direct discourse to indirect 12. Write different texts Narrative Description Appointments Advertisements 22 ENGLISH – GRADE VI LISTENING 1. Distinguish changes in meaning of sentences caused by stress e. g. This is your dress. (It’s yours. ) This is your dress. (It’s definitely a dress. ) 2. Follow a series of directions listened to labeling diagrams completing a chart 3. Give the main idea of a selection listened to 2. Use courteous expressions on appropriate situations Participate in club meetings Conducting an interview 3. Ask and answer questions using pictures/dialogues/comic strips 3. 1 Change statements into questions 3. 2 Use tag questions negative and positive e. g. We get food from the forest, don’t we? You don’t buy junk food, do you? . Retell a selection listened to – news broadcast fiction stories 4. 1 Read orally/recite poems cast for a verse choir 4. 2 Give accurate announcements Give a report based on an interview SPEAKING 1. Increase one’s speaking vocabulary 1. 1 Relay information accurately using different discourse (statement, questions, commands) 1. 2 Use the correct intonation Yes-No questions Questions introduced by interrogatives READING 1. Decode meaning of unfamiliar words using structural analysis words with affixes †¢prefixes and suffixes the dictionary †¢words with multiple meanings context clues 1. Learn some common idioms e. g. stone’s throw 1. 2 Use figurative language to describe people and events Simile; Metaphor; Hyperbole 2. Follow a series of directions in- experiments prescriptions cooking 3. Tell the big ideas/key concepts implied in each paragraph of the story read3. 1 Give the details that support the big idea 3. 2 State the main idea of a paragraph that is explicit or implied 4. Note significant details 4. 1 Identify the events of the plot of a story, poem, short plays 5. Sequence the key concepts/big ideas to show wholeness of the story/selection 5. Use a story grammar to show sequence of episodes in a story 23 WRITING 1. Write a composition showing introduction body conclusion 2. Write specific directions on given situations e. g. interpret a diagram/road map 3. Write a model composition arrange details in order †¢ home reading report †¢ diaries †¢ minutes of meeting 4. Write a summary of what was read 5. Write from dictation 5. 1 Reconstruct a dictated text by taking down important notes 4. Note details in selections listened to- identify the setting, main and secondary characters, climax and ending of the story 5. Sequence events of a story listened to through guided questions LISTENING 6. Give possible cause/effect to situations/news stories heard SPEAKING 5. Use nouns- plural of compound nouns, gerunds 5. 1 Use nouns that are plural in form but singular in meaning e. g. news, measles 6. Use a variety of sentences as to structure †¢ †¢ †¢ †¢ †¢ †¢ simple simple subject with compound predicate compound subject and simple predicate simple subject and compound predicate compound predicate and compound subject compound using connectors and and but complex dependent and independent clause READING 6. Organize ideas Make a heading/sub-heading for paragraphs in a selection Identify the key concept/ sentence that make up the story Identify the details, heading for an outline Make a three-point outline of an expository text read 7. Perceive relationship Tell the relationship expressed in the selection as to cause and effect Give other possible causes to a given effect and other effects to a given cause 8. Predict outcomes 8. 1 Give other events that could happen next 8. 2 Draw pictures of incidents/characters that is possible to happen 8. 3 Give possible endings to a selection 9. Infer traits of character the general mood of the selection how the story would turn out if some episodes were changed alternative actions taken by characters alternative actions taken by characters 24 WRITING 6. Write reported statements in a story form 6. 1 Change statements, questions, requests and commands to reported sentences 7. Analyze ideas as to what could happen next from stories heard 7. Write an ending to a given situation 8. Write a model composition write about one’s feelings/reactions using the correct form of the verb 8. Make inferences 8. Infer the mood of certain events through the speaker’s actions/ intentions/utterances 7. Use indefinite pronouns 7. 1 Use the verb that agrees with the indefinite pronouns 8. Use verbs 8. 1 Use the different verb forms present perfect form active and passive voice expressions about future plans – hope-can; wish, could if were 9. Write an outline of a story read Write a two to three point sentence outlin e LISTENING SPEAKING 9. Use adjectives 9. 1 Use descriptive words and phrases too + adj. + nominal e. g. too short for adjective + enough e. g. old enough two-word adjective e. g. two-story building 9. degree of comparison of irregular adjectives 9. 3 adjectives in series 10. Use adverbs degrees of comparison of adverbs words that can function as adjective /adverb 11. Use direct and indirect discourse 12. Talk about topics of interest use a variety of sentences preposition and prepositional phrases READING 10. Draw conclusions based on information given 10. 1 Evaluate if a conclusion made is justifiable 10. 2 Identify sufficient evidences to justify a conclusion/generalization 11. Evaluate ideas/make judgement 11. 1 Give opinions about information read 11. 2 Determine the purpose of the author 11. Identify author’s device to bring out his message 12. Use the library resources effectively 12. 1 Use card catalog, atlas, almanac, and other general references 12. 2 Get inf ormation from newspapers and other references Parts of a newspaper Information one gets from each part WRITING 10. Organize one’s thoughts in writing information description resume 9. Evaluate and make judgments 9. 1 Distinguish advertisement from propaganda 11. Respond in writing based on stimuli and triggers application letter directions ads for work, editorials 12. Fill out forms Information Sheet Community Tax Certificate Bank Notes 25