I. The Isles of My Portfolio in English 121 (Writings in the Discipline)

1. Avoiding Sentence Errors
2. Levels of Usage
3. Verb Usage
4. Pronoun Usage
5. Subject and Verb Agreement
6. Pronoun and Antecedent Agreement
7. Adjective and Adverb Usage
8. Miscellaneous Problems in Usage

II. Students Outputs of E-Portfolio

Diana de Mayo
Kimberly Moyet
Diana jane Aniversario
Vince Warren Barbosa
Ma. Johnmil Cejo
Odezza Jalandoni
Jessica Pasion
Joylyn Abing
Reyna may Maygay
Jn Gift Zapanta
Jenilyn Emboltorio
Maureen Narajos
Prima Capilayan
Jelly Vie Lazarga
Marilyn Nuto
Marites Lacambra
Imee jane Bisnar
Richard  opiaza
Gretchen Demadara

Lanie Tangkli

 

III. Writing in the Discipline as a Platform in Education for Sustainable Development

“Education for Sustainable Development”(ESD) is a vision of education that seeks to empower people to assume responsibility for creating  a sustainable future. Central to ESD is the concept of culture as an essential underlying theme. Recognizing that there is no “single route” to sustainable development and that perception of, and ideas for sustainability are different, participants need to work together to negotiate the process of achieving sustainability.

IV. Reflection in English 121

When I look back on my past English learning journey,I find that teachers only concentrate on teaching me some skills which can help me to get a good grade in exams.They seldom teach me grammar.Most of it I learned form a book called grammar focus.As a result,my grammar is very weak.Besides,lack of vocabulary is one of my weaknesses because I do not like reading although reading is the best way to enrich my vocabular

V. Integration of Education for Sustainable Development to english 121

Our early work revealed a number of themes that are important to children about where they live. These include for example personal concerns such as health, family, and friends and the perception of safety or danger posed by people,roads, or vandalism. It was striking to the adults how important the quality of their local environment was to the children.

          Most of the children already moved around the community more independently of their parents and wider families. They had detailed knowledge of their local community and could operate safely and successfully in it. Their knowledge of their community however, and how they used it were very different from that of adults. (e.g their knowledge  of the recreation areas, who used them, and how safe they were).  This knowledge  was gained through exploration and paly, exchanges with peers and families through stories, and by renewed contact with each other, with older children, with adults, and with the community.