Introduction

          The English Faculty is characterised by a strong sense of collaboration and enthusiasm for our subject and our pupils. It makes a major contribution to the life of the school as a whole in terms of both academic and creative achievements so that all students can achieve their potential in a supportive, positive and enjoyable environment.

          The Faculty’s main aim is to achieve the highest possible standards for all our pupils and in our classrooms every child really does matter. We maintain an inclusive ethos that is underpinned by a diverse and engaging curriculum for the students and a diverse teaching range for the teachers.

           Every English classroom is fully resourced with an interactive whiteboard and projector. Additionally we have our own suite of computers. We enjoy an excellent working relationship with a very active and exciting school library and have incorporated formal links with the library in the curriculum provision at Key Stage 3. Teacher’s workstations, interactive

whiteboards and projectors are integrated into classroom practice as an invaluable resource for the modeling of responses to reading and writing tasks. However, our most effective resource is a team of excellent English teachers who are passionate about the subject.

          Many members of the team are directly involved in the Training School status of the school and are involved in leading workshops for a range of audiences. We continue to develop our skills and embrace opportunities to extend our practice through collaboration and training both within and outside of SJL; a number of English teachers have been involved in Teacher-Led Development projects in association with the University of Cambridge to reflect on and challenge our practice.

          The skills of reading, writing, speaking and listening underpin all our teaching and learning in English and it is through our innovative approaches to the development of these skills that we are best able to prepare students for the challenges and opportunities of the 21st century.

          We hope that students will enjoy their work in English, we certainly do!

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

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

II. Students Outputs of E-Portfolio

1.   Emie Marcos
2.  Vanessa Marie Trinidad
3.  Rubyjean Lopez
4.  Janine Dimalilay
5.  Jobert Bangquiao
6.  Grace Joy Estrubillo
7.  Juvilyn Anza
8.  Doreen Yap
9.  Dannah Grace Lacro
10.Angielyn Makilan
11.Jonalyn Bargayo
12.Rona Mae Brillantes
13.Jonarld Ordonio
14.Franklin rabanos
15.Chessa Mae Duadua
16.Kimberly Azarcon
17.Sheenella Daroy
18.Paulo Vidal

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

          Writing is a trade in which every educated man, woman, and child should be skilled. Writing is a trade, which any one can master if he goes about it in the right way. It is true that writing skill is often the only trade of some people like the poets, novelists, newspaper reporters and editors. These might be called specialists in writing, and writing is their main occupation and way of making a living. But writing skill is a universal trade and it is necessary for every person to know it to a certain extent.

          Most that is good in life comes from men's ability to make their fellows share their thoughts and feelings. But it is not always an easy thing to make others see how we feel or think. The young child is called an infant, a word that means unable to speak. Half his miseries arise from his inability to communicate his notions. Men are but children of a larger growth, and much of their misery results from inability to tell what they think or feel. In a sense the case is worse for the man than for the child. The child makes gestures and grimaces to help his meaning out, but the grown man has to communicate by letters and other compositions.

IV. Reflection in English 121

         

          After reading the whole chapter of this selection, I have learned a lot about grammar like proper usage of words, pronouns, subjects, etc in constructing a sentence.I have also learned when to use those agreements, rules, and their functions and know wether those agreements or rules are aplicable in the said sentences, phrase or even in clauses.

           For the first that I have read this, I

would really say that it is difficult to understand but when I keep on reading and reading it again and again with understanding, finally I have learned and understand what this is all about. Althought, there are some difficulties of understanding some selections for the sake of correcting my grammar I'd learn it.

V. Integration of Education for Sustainable Development to English 121



          For those students, or to others who have difficulties in in terms of grammar, English 121 provides you all information that would be helpful to you and more easier for you to understand.
          English 121 helps us learn, improve and develop our skills in the field of grammar. This gives us complete information that would be helpful to us such as, what subject, verb, w.

ords, phrases, clauses, objects, adjectives, or even adverb to be used in a sentence inorder for it to complete and to have an understandable thought. Besides from correct usage of pronoun, verb, obejects, etc., this article also introduces to us some of those agreements, rules and functions that are commonly used in constructing a sentence to avoid any misplaced subjects and to avoid any occurence of using the uncorrect grammar