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Usted buscó: a pot of gold at the end of everry trials (Inglés - Tagalo)

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Inglés

Tagalo

Información

Inglés

at the end of the lesson

Tagalo

The students should be able to:

Última actualización: 2019-01-24
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Inglés

Letter of invitation at the end of the internship

Tagalo

liham paanyaya sa pagtatapos ng internship

Última actualización: 2019-02-06
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Inglés

%s at the end of the appointment

Tagalo

Play a Sound". Second %s is an absolute time, e.g. "10:00AM

Última actualización: 2014-08-15
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Advertencia: contiene formato HTML invisible

Inglés

words at the end of the letter y

Tagalo

words nasa huli ang letrang k

Última actualización: 2020-04-19
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Inglés

life begins at the end of your comport zone

Tagalo

Nagsisimula ang buhay sa apatnapu

Última actualización: 2019-07-30
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Inglés

The respetition of rhyming sound at the end of lines of poetry

Tagalo

pamamaraan ng rhyming

Última actualización: 2019-11-16
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Inglés

at the end of the lesson the students should be able to

Tagalo

sa dulo ng aralin

Última actualización: 2018-11-27
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Inglés

Calculates the amount of the periodic payment of a loan, where payments are made at the end of each payment period.

Tagalo

Kinakalkula ang halaga ng pana-panahon ng pagbabayad ng utang, kung saan ang mga bayad ay ginawa sa katapusan ng bawat panahon ng pagbabayad.

Última actualización: 2014-08-15
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Inglés

We thought we could make it work but at the end of the day three's a crowd.

Tagalo

Akala namin na puwedeng mangyari ito, pero sa huli, masyadong marami ang tatlo.

Última actualización: 2016-10-27
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Inglés

you'll be impressed at the end of the week at how much you really were able to accomplish.

Tagalo

kayo ay impressed sa katapusan ng linggo sa kung magkano mo ba talagang nagawa upang ganapin.

Última actualización: 2015-07-29
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Inglés

The way to feel fulfilled at the end of the day is to tackle the difficult tasks early so you can ease up when your energy wanes.

Tagalo

Ang paraan upang pakiramdam matutupad sa pagtatapos ng araw ay upang harapin ang mahirap na gawain maaga upang maaari mong luwag up kapag wanes iyong enerhiya.

Última actualización: 2015-07-29
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Inglés

I will spend my vacation learning things I never knew or things I wanted to know or experience in my childhood as I enjoy my vacation with my family and of course at the end of the day i thank god i got all that on my vacation

Tagalo

I gugugol ko ang bakasyon ko na matutunan ang mga bagay na hindi ko pa alam o yung mga bagay na gusto kong malaman o maranasan sa aking buhay habang bata pa akoi e enjoy ko ang aking bakasyon ko with my family at siyempre at the end of the day pasasalamatan ko ang poong maykapal na natamo ko ang lahat ng iyon sa aking bakasyon

Última actualización: 2020-03-03
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Inglés

they say they are cheap but do not relate because they have a dollar that they are selling there so I do not buy them and even tired at the end of the day we have memories of my classmates especially far away and beautiful ones and the views and since most of us have not been there yet

Tagalo

sabi nila mura daw doon pero di ako relate dahil puro dollar ang naka sulat doon na presyo kaya di ako bumili at kahit nakakapagod sa huli masaya naman na may memories kami ng mga classmate ko lalo na nsa malayong lugar at maganda pa doon at ang mga view at dahil halos lahat kami ay di pa nakakarating doon

Última actualización: 2018-09-08
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Inglés

The provisions affecting trade relations between the U.S. and the Phil. Would seriously imperil the economic, social, and political institutions of the country and might defeat the avowed purpose to secure the Independence for the Phil. At the end of the transition period.

Tagalo

Ang mga probisyon na nakakaapekto sa mga relasyon sa kalakalan sa pagitan ng US at ng Phil. Gusto seryoso manganib ang pang-ekonomiya, panlipunan, pampulitika at mga institusyon ng bansa at baka talunin ang avowed layunin upang ma-secure ang Kalayaan para sa Phil. Sa katapusan ng panahon ng transisyon.

Última actualización: 2015-08-25
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Inglés

DRAFT Ordinance RESOLUTION NO. ______________ AN ORDINANCE PRESCRIBING FEES FOR SOLID WASTE MANAGEMENT SERVICES, RELATED TO REPUBLIC ACT 9003 ECOLOGICAL SOLID WASTE MANAGEMENT ACT OF 2000, DECLARING CERTAIN ACTS PROHIBITED AND PROVIDING PENALTIES, APPROPRIATING FUNDS THEREFORE, AND FOR OTHER PURPOSES. WHEREAS, Republic Act No. 9003 provides for an ecological solid waste management program, creates the necessary institutional mechanisms and incentives, declares certain acts prohibited and provides penalties for violations; WHEREAS, Section 10 of Republic Act No. 9003 provides that, “Pursuant to the relevant provisions of R.A. No. 7160, otherwise known as the Local Government Code, the LGUs shall be primarily responsible for the implementation and enforcement of the provisions of this Act within their respective jurisdictions.”; WHEREAS, Section 16 of Republic Act No. 9003 provides that, “The province, city or municipality, through its local solid waste management boards, shall prepare its respective 10-year solid waste management plans consistent with the National Solid Waste Management Framework: Provided, That the waste management plan shall be for the re-use, recycling and composting of wastes generated in their respective jurisdictions: Provided, further, That the solid waste management plan of the LGU shall ensure the efficient management of solid waste generated within its jurisdiction.”; WHEREAS, Section 47 of Republic Act No. 9003 provides that, “The local government unit shall impose fees in amounts sufficient to pay the costs of preparing, adopting, and implementing a solid waste management plan prepared pursuant to this Act.”; WHEREAS, Section 4, Rule XIX of the Implementing Rules and Regulations (IRR) of Republic Act No. 9003 provides that local government units shall be required to legislate appropriate ordinances to aid in the implementation of Republic Act No. 9003 and in the enforcement of its provisions; provided, such ordinances shall be formulated pursuant to relevant provisions of R.A. No. 7160; WHEREAS, the Municipality of Balete is committed to the protection, preservation and conservation of the environment, through the implementation of integrated, comprehensive ecological solid waste management program WHEREAS, The Municipal Government of Balete shall be responsible for implementation of this Ten (10) Year SWM Plan. The Solid Waste Management Board of BALETE shall continuously to supervise the implementation of the 10 year plan. Then certain roles provided in Section 12 or the City/Municipal Solid Waste Management Board of Republic Act No. 9003 and its IRRs shall be supported by the Board. WHEREAS, The Local Government or the MSWM will be responsible in Monitor the implementation of the Municipal Solid Waste Management Plan through its various political subdivisions and in cooperation with the private sector and the NGOs; For cooperation with schools, private institution and barangay households, they have their own collection and MRF system and educate the benefits of recyclables and biodegradables. WHEREAS, pursuant to Section 16 of Republic Act No. 9003, the Municipality of Balete has prepared its 10-year Ecological Solid waste management (ESWM) plan and the same has been duly adopted and approved by the Sangguniang Bayan through Resolution No. _______________ NOW THEREFORE, BE IT ORDAINED, AS IT IS HEREBY ORDAINED by the Sangguniang Bayan of the Municipality of Balete, Batangas in session duly assembled, that: Article 1 General Provisions Section 1. Title – This ordinance shall be known as the Municipality of Balete Ecological Solid Waste Management Ordinance of 2020. Section 2. Coverage – The ordinance shall apply to all residential houses, commercial and industrial establishments, institutions, like clinics, schools, churches/chapels, public and private offices, resorts, other establishments of any kind and agricultural areas within the Municipality of Balete, Batangas. Section 3. Declaration of Policies – It is hereby declared the policy of the Municipality to adopt and implement a comprehensive, integrated and ecological solid waste management program which shall: a) Ensure the protection of public health and environment for the safety, convenience and general welfare of inhabitants in the municipality; b) Utilize environmentally-sound methods that maximize the utilization of valuable resources and encourage resources conservation and recovery; c) Set guidelines and targets for solid waste avoidance and volume reduction through source reduction and waste minimization measures, including composting, recycling, re-use, recovery and others, before collection, treatment and disposal in appropriate and environmentally-sound solid waste management facilities in accordance with ecologically sustainable development principles; d) Ensure the proper segregation, collection, transport, storage, treatment and disposal of solid waste through the formulation and adoption of the best environmental practices in ecological waste management excluding incineration; e) Strengthen education and advocacy activities in collaboration with various stakeholders to promote environment awareness and action among citizenry; f) Implement local enforcement plan with barangays and other local government units, non-government organizations, and the private sector; g) Encourage greater private sector participation in solid waste management; h) Institutionalize public participation in the development and implementation of integrated, comprehensive and ecological solid waste management programs; and i) Promote research and development programs for improved solid waste management. Article 2 Definition of Terms Section 4. Definition of Terms – For the purposes of this Ordinance, the terms: a.Agricultural waste shall refer to the waste generated from planting or harvesting of crops, trimming or pruning of plants and wastes or run-off materials from farms or fields; b.Biodegradable waste shall refer to any material that can be reduced into four particles, degraded or decomposed by microbiological or enzymes. This is synonymous with compostable. c) Bulky wastes shall refer to waste materials which cannot be appropriately placed in separate containers because or either its bulky size, shape or other physical attributes. These include large worn-out or broken household, commercial, and industrial items such as furniture, lamps, bookcase, filing cabinets, and other similar items; d) Bureau shall refer to the Environmental Management Bureau; e) Business establishments refer to establishments that are required to secure business permits prior to operation. f) Buy-back center shall refer to a recycling center that purchases or otherwise accepts recyclable materials from the public for the purpose of recycling such materials; g) Collection shall refer to the act of removing solid waste from the source or from a communal storage point; h) Collection Frequency shall refer to the number of times collection of wate is provided in a given period of time; i)Color Code A specific color assigned to each Eco-aide by the MENRO for proper identification. j) Controlled dump site shall refer to a disposal site at which solid waste is deposited in accordance with the minimum prescribed standard of site operation; k) Composting shall refer to the controlled decomposition of organic matter by micro-organisms, mainly bacteria and fungi and activators under controlled conditions. l) Consumer electronics shall refer to special wastes that include worn-out, broken, and other discarded items such as radios, stereos, and TV sets; m) Department shall refer to the Department of Environment and Natural Resources; n) Disposal shall refer to the discharge, deposit, dumping, spilling, leaking or placing of any solid waste into or in any land; o) Disposal site shall refer to a site where solid waste is finally discharged and deposited; p) Ecological Solid Waste Management (ESWM) shall refer to the systematic administration of activities which provide for segregation at source, segregated transportation, storage, transfer, processing, treatment, and disposal of solid waste and all other waste management activities which do not harm the environment; q) Environmentally acceptable shall refer to the quality of being re-usable, biodegradable or compostable, recyclable and not toxic or hazardous to the environment; r) Generation shall refer to the act or process of producing solid waste; s) Generator shall refer to a person, natural or judicial, who last uses a material and makes it available for disposal or recycling; t) Hazardous waste shall refer to solid waste or combination of solid waste which because of its quantity, concentration, or physical, chemical or infectious characteristics may; 1) cause, or significantly contribute to an increase in mortality or an increase in serious irreversible, or incapacitating reversible, illness; or 2) pose a substantial present or potential hazard to human health or the environment when improperly treated, stored, transported, or disposed of, or otherwise managed; u) Industrial waste shall refer to liquid, gaseous, or solid matter or other waste substances or combination thereof resulting from any process of industry, manufacturing trade or business or from the development; v) Leachate shall refer to the liquid produced when waste undergo decomposition, and when water percolate through solid waste undergoing decomposition. It is a contaminated liquid that contains dissolved and suspended materials; w) Materials recovery facility – includes a solid waste transfer station or sorting station, drop-off center, a composting facility, and a recycling facility; x) Municipal waste shall refer to wastes produced from activities within local government units which include a combination of domestic, commercial, institutional and industrial wastes and street litters; y) Open dump shall refer to a disposal area wherein the solid wastes are indiscriminately thrown or disposed of without due planning and consideration for environmental and health standards; z) Opportunity to recycle shall refer to the act of providing a place for collecting source-separated recyclable material, located either at a disposal site or at another location more convenient to the population being served, and collection at least once a month of source-separated recyclable material from collection program that gives notice to each person of the opportunity to recycle and encourage source separation of recyclable material; aa) Person(s) shall refer to any being, natural or judicial, susceptible of rights and obligations, or of being the subject of legal relations; bb) Post-consumer material shall refer only to those materials or products generated by a business or consumer which have served their intended end use, and which have been separated or diverted from solid waste for the purpose of being collected, processed and used as a raw material in the manufacturing of recycled product, excluding materials and by-products generated from, and commonly used within an original manufacturing process, such as mill scrap; cc) Receptacles shall refer to individual containers used for the source separation and the collection of recyclable materials; dd) Recovered materials shall refer to material and by-products that have been recovered or diverted from solid waste for the purpose of being collected, processed and used as a raw material in the manufacture of a recycled product; ee) Recyclable material shall refer to any waste material retrieved from the waste stream and free from contamination that can still be converted into suitable beneficial use or for other purposes, including, but not limited to, newspaper, ferrous scrap metal, non-ferrous scrap metal, used oil, corrugated cardboard, aluminum, glass, office paper, tin cans and other materials as may be determined by the Commission; dd) Recycled material shall refer to post-consumer material that has been recycled and returned to the economy; ee) Recycling shall refer to the treating of used or waste materials through a process of making them suitable for beneficial use and for other purposes, and includes any process by which solid waste materials are transformed into new products in such a manner that the original products may lose their identity, and which may be used as raw materials for the production of other goods or services: Provided, that the collection, segregation and re-use of previously used packaging material shall be deemed recycling under this Act; ff) Residual wastes refer to any material which has no more use at all and therefore be disposed off from source. gg) Resource conservation shall refer to the reduction of the amount of solid waste that are generated or the reduction of overall resource consumption, and utilization of recovered resources; hh) Resource recovery shall refer to the collection, extraction or recovery or recyclable materials from the waste stream for the purpose of recycling, generating energy or producing a product suitable for beneficial use: Provided, that, such resource recovery facilities exclude incineration; ii) Re-use shall refer to the process of recovering materials intended for the same or different purpose without the alteration of physical and chemical characteristics; jj) Segregation shall refer to a solid waste management practice of separating different materials found in solid waste in order to promote recycling and re-use of resources and to reduce the volume of waste for collection and disposal; kk) Segregation at source shall refer to a solid waste management practice of separating, at the point of origin, different materials found in solid waste in order to promote recycling and re- use of resources and to reduce the volume of waste for collection and disposal; ll) Solid waste shall refer to all discarded household, commercial waste, non-hazardous institutional and industrial waste, street sweepings, construction debris, agricultural waste, and other non-hazardous/non-toxic solid waste. mm) Solid waste management shall refer to the discipline associated with the control of generation, segregation, storage, collection, transfer and transport, processing, and disposal of solid wastes in a manner that is in accord with aesthetics, and other environmental considerations, and that is also responsive to public attitudes; nn) Special wastes shall refer to household hazardous wastes such as paints, thinners, household batteries, lead-acid batteries, spray canisters and the like. These include wastes from residential and commercial sources that comprise of bulky wastes, consumer electronics, white goods, yard wastes that are collected separately, batteries, oil, and tires. These wastes are usually handled separately from other residential and commercial wastes; oo) White goods shall refer to large worn-out or broken household, commercial, and industrial appliances such as stoves, refrigerators, dishwaters, and clothes washers and dryers collected separately. White goods are usually dismantled for the recovery of specific materials (e.g., copper, aluminum, etc.); and pp) Yard waste shall refer to wood, small or chipped branches, leaves, grass clippings, garden debris, vegetables residue that is recognizable as part of a plant or vegetable and other materials identified by the Commission. Article 3 Solid Waste Management Functions Section 5. Solid Waste Management Functions – The following functions shall be performed by the Municipal Environment and Natural Resources Office (MENRO) that will serve as the lead agency which is under the Office of the Municipal Agriculturist and shall be composed of General Utility Services Staff who will implement the Ecological Solid Waste Management in the Municipality. a. Conduct of necessary studies (i.e., time and motion study of collection routes, feasibility studies and environmental impact assessment) related to collection, materials recovery facility (MRF), composting and disposal facility; b. Provide technical assistance, logistical and training support to barangays and communities to help them formulate SWM strategies and plans, and implement, monitor and evaluate SWM projects; c. Formulate, review and refine procedures for SWM operations and enforcement, including coordination with groups and sectors providing support to the SWM program; d. Formulate, review and refine incentives and command and control systems to reinforce the proper practice of solid waste management; e. Conduct information, education and communication (IEC) campaigns. f. Provide technical and logistical support to the Speaker’s Bureau, volunteer enforcers, multi-sectoral monitoring and evaluation team and other groups/task forces organized to help implement the ESWM plan and provide feedbacks and recommendations to concerned agencies/institutions/bodies for necessary action; g. Periodically monitor actual implementation of specific SWM initiatives; h. Periodically prepare reports on the performance status and analysis of implementation and enforcement of solid waste management ordinances; i. Prepare annual work and financial plans; and j. Serve as the secretariat of the ESWM Board. The periodic reports on SWM that it will prepare will be submitted to the Board. It shall conduct research and data analysis to support the policy-making function of the Board. The annual SWM work and financial plan will be submitted to the ESWM Board for its endorsement to the SB so such can be included in the annual budget of the municipality. It shall keep records of all meetings and decisions of the Board, and ensure that such decisions are carried out. Article 4 The Municipal Ecological Solid Waste Management Plan Section 6. Incorporation by Reference – The Municipal Ecological Solid Waste Management Plan adopted and approved by the Sangguniang Bayan is hereby incorporated by reference. Section 7. Implementation – The Municipal Ecological Solid Waste Management Plan shall be implemented in accordance with the implementation schedule, strategies and guidelines contained in the said Plan. Article 5 Segregation of Solid Waste Section 8. Mandatory Segregation of Solid Waste – The segregation of solid waste shall be mandatory. Segregation shall primarily be conducted at the source to include household, institutional, industrial, commercial and agricultural sources. Section 9. Categories of Solid Waste – Solid waste shall be segregated into the following categories: a) Compostable or Biodegradable b) Recyclable c) Residual d) Special Waste Section 10. Requirements for Segregation and Storage of Solid Waste – The sources of solid waste as listed above shall have separate receptacles or containers (i.e. sacks, bins, boxes, cans, bags, etc.) for each type of solid waste. The solid waste receptacle, depending on its use, shall be properly marked or identified for on-site collection as “compostable”, “recyclable”, “residual” or “special waste.” The receptacles shall be properly covered, secured or protected to prevent spillage or scattering of the waste and to ensure its containment. Section 11. Additional Requirements for Premises Containing Six (6) or More Residential Units – The owner or person in charge of premises containing six (6) or more residential units shall provide for the residents a designated area and containers in which to accumulate source separated recyclable materials for collection. In addition, such owner or person in charge shall notify the residents or occupants of such premises of the requirements of segregation. Section 12. Additional Requirements for All Commercial,

Tagalo

pagpapatupad ng mga patakaran at regulasyon

Última actualización: 2020-07-11
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Inglés

I Once when I was six years old I saw a magnificent picture in a book, called True Stories from Nature, about the primeval forest. It was a picture of a boa constrictor in the act of swallowing an animal. Here is a copy of the drawing. Boa In the book it said: "Boa constrictors swallow their prey whole, without chewing it. After that they are not able to move, and they sleep through the six months that they need for digestion." I pondered deeply, then, over the adventures of the jungle. And after some work with a colored pencil I succeeded in making my first drawing. My Drawing Number One. It looked something like this: Hat I showed my masterpiece to the grown-ups, and asked them whether the drawing frightened them. But they answered: "Frighten? Why should any one be frightened by a hat?" My drawing was not a picture of a hat. It was a picture of a boa constrictor digesting an elephant. But since the grown-ups were not able to understand it, I made another drawing: I drew the inside of a boa constrictor, so that the grown-ups could see it clearly. They always need to have things explained. My Drawing Number Two looked like this: Elephant inside the boa The grown-ups' response, this time, was to advise me to lay aside my drawings of boa constrictors, whether from the inside or the outside, and devote myself instead to geography, history, arithmetic, and grammar. That is why, at the age of six, I gave up what might have been a magnificent career as a painter. I had been disheartened by the failure of my Drawing Number One and my Drawing Number Two. Grown-ups never understand anything by themselves, and it is tiresome for children to be always and forever explaining things to them. So then I chose another profession, and learned to pilot airplanes. I have flown a little over all parts of the world; and it is true that geography has been very useful to me. At a glance I can distinguish China from Arizona. If one gets lost in the night, such knowledge is valuable. In the course of this life I have had a great many encounters with a great many people who have been concerned with matters of consequence. I have lived a great deal among grown-ups. I have seen them intimately, close at hand. And that hasn't much improved my opinion of them. Whenever I met one of them who seemed to me at all clear-sighted, I tried the experiment of showing him my Drawing Number One, which I have always kept. I would try to find out, so, if this was a person of true understanding. But, whoever it was, he, or she, would always say: "That is a hat." Then I would never talk to that person about boa constrictors, or primeval forests, or stars. I would bring myself down to his level. I would talk to him about bridge, and golf, and politics, and neckties. And the grown-up would be greatly pleased to have met such a sensible man. II So I lived my life alone, without anyone that I could really talk to, until I had an accident with my plane in the Desert of Sahara, six years ago. Something was broken in my engine. And as I had with me neither a mechanic nor any passengers, I set myself to attempt the difficult repairs all alone. It was a question of life or death for me: I had scarcely enough drinking water to last a week. The first night, then, I went to sleep on the sand, a thousand miles from any human habitation. I was more isolated than a shipwrecked sailor on a raft in the middle of the ocean. Thus you can imagine my amazement, at sunrise, when I was awakened by an odd little voice. It said: "If you please--draw me a sheep!" "What!" "Draw me a sheep!" I jumped to my feet, completely thunderstruck. I blinked my eyes hard. I looked carefully all around me. And I saw a most extraordinary small person, who stood there examining me with great seriousness. Here you may see the best portrait that, later, I was able to make of him. But my drawing is certainly very much less charming than its model. The Little prince That, however, is not my fault. The grown-ups discouraged me in my painter's career when I was six years old, and I never learned to draw anything, except boas from the outside and boas from the inside. Now I stared at this sudden apparition with my eyes fairly starting out of my head in astonishment. Remember, I had crashed in the desert a thousand miles from any inhabited region. And yet my little man seemed neither to be straying uncertainly among the sands, nor to be fainting from fatigue or hunger or thirst or fear. Nothing about him gave any suggestion of a child lost in the middle of the desert, a thousand miles from any human habitation. When at last I was able to speak, I said to him: "But--what are you doing here?" And in answer he repeated, very slowly, as if he were speaking of a matter of great consequence: "If you please--draw me a sheep..." When a mystery is too overpowering, one dare not disobey. Absurd as it might seem to me, a thousand miles from any human habitation and in danger of death, I took out of my pocket a sheet of paper and my fountain-pen. But then I remembered how my studies had been concentrated on geography, history, arithmetic and grammar, and I told the little chap (a little crossly, too) that I did not know how to draw. He answered me: "That doesn't matter. Draw me a sheep..." But I had never drawn a sheep. So I drew for him one of the two pictures I had drawn so often. It was that of the boa constrictor from the outside. And I was astounded to hear the little fellow greet it with: "No, no, no! I do not want an elephant inside a boa constrictor. A boa constrictor is a very dangerous creature, and an elephant is very cumbersome. Where I live, everything is very small. What I need is a sheep. Draw me a sheep." So then I made a drawing. Sick sheep He looked at it carefully, then he said: "No. This sheep is already very sickly. Make me another." So I made another drawing. A ram. My friend smiled gently and indulgently. "You see yourself," he said, "that this is not a sheep. This is a ram. It has horns." So then I did my drawing over once more. But it was rejected too, just like the others. "This one is too old. I want a sheep that will live a long time." Old sheep By this time my patience was exhausted, because I was in a hurry to start taking my engine apart. So I tossed off this drawing. Sheep in the box And I threw out an explanation with it. "This is only his box. The sheep you asked for is inside." I was very surprised to see a light break over the face of my young judge: "That is exactly the way I wanted it! Do you think that this sheep will have to have a great deal of grass?" "Why?" "Because where I live everything is very small..." "There will surely be enough grass for him," I said. "It is a very small sheep that I have given you." He bent his head over the drawing. "Not so small that--Look! He has gone to sleep..." And that is how I made the acquaintance of the little prince. III It took me a long time to learn where he came from. The little prince, who asked me so many questions, never seemed to hear the ones I asked him. It was from words dropped by chance that, little by little, everything was revealed to me. The first time he saw my airplane, for instance (I shall not draw my airplane; that would be much too complicated for me), he asked me: The Little prince "What is that object?" "That is not an object. It flies. It is an airplane. It is my airplane." And I was proud to have him learn that I could fly. He cried out, then: "What! You dropped down from the sky?" "Yes," I answered, modestly. "Oh! That is funny!" And the little prince broke into a lovely peal of laughter, which irritated me very much. I like my misfortunes to be taken seriously. Then he added: "So you, too, come from the sky! Which is your planet?" At that moment I caught a gleam of light in the impenetrable mystery of his presence; and I demanded, abruptly: "Do you come from another planet?" But he did not reply. He tossed his head gently, without taking his eyes from my plane: "It is true that on that you can't have come from very far away..." And he sank into a reverie, which lasted a long time. Then, taking my sheep out of his pocket, he buried himself in the contemplation of his treasure. You can imagine how my curiosity was aroused by this half-confidence about the "other planets." I made a great effort, therefore, to find out more on this subject. "My little man, where do you come from? What is this 'where I live,' of which you speak? Where do you want to take your sheep?" After a reflective silence he answered: "The thing that is so good about the box you have given me is that at night he can use it as his house." "That is so. And if you are good I will give you a string, too, so that you can tie him during the day, and a post to tie him to." But the little prince seemed shocked by this offer: The Little prince and stars "Tie him! What a queer idea!" "But if you don't tie him," I said, "he will wander off somewhere, and get lost." My friend broke into another peal of laughter: "But where do you think he would go?" "Anywhere. Straight ahead of him." Then the little prince said, earnestly: "That doesn't matter. Where I live, everything is so small!" And, with perhaps a hint of sadness, he added: "Straight ahead of him, nobody can go very far..." IV I had thus learned a second fact of great importance: this was that the planet the little prince came from was scarcely any larger than a house! But that did not really surprise me much. I knew very well that in addition to the great planets--such as the Earth, Jupiter, Mars, Venus--to which we have given names, there are also hundreds of others, some of which are so small that one has a hard time seeing them through the telescope. When an astronomer discovers one of these he does not give it a name, but only a number. He might call it, for example, "Asteroid 325". I have serious reason to believe that the planet from which the little prince came is the asteroid known as B-612. This asteroid has only once been seen through the telescope. That was by a Turkish astronomer, in 1909. Star-gazer On making his discovery, the astronomer had presented it to the International Astronomical Congress, in a great demonstration. But he was in Turkish costume, and so nobody would believe what he said. Grown-ups are like that... Fortunately, however, for the reputation of Asteroid B-612, a Turkish dictator made a law that his subjects, under pain of death, should change to European costume. So in 1920 the astronomer gave his demonstration all over again, dressed with impressive style and elegance. And this time everybody accepted his report. Turkish astronomer If I have told you these details about the asteroid, and made a note of its number for you, it is on account of the grown-ups and their ways. When you tell them that you have made a new friend, they never ask you any questions about essential matters. They never say to you, "What does his voice sound like? What games does he love best? Does he collect butterflies?" Instead, they demand: "How old is he? How many brothers has he? How much does he weigh? How much money does his father make?" Only from these figures do they think they have learned anything about him. If you were to say to the grown-ups: "I saw a beautiful house made of rosy brick, with geraniums in the windows and doves on the roof," they would not be able to get any idea of that house at all. You would have to say to them: "I saw a house that cost $20,000." Then they would exclaim: "Oh, what a pretty house that is!" Just so, you might say to them: "The proof that the little prince existed is that he was charming, that he laughed, and that he was looking for a sheep. If anybody wants a sheep, that is a proof that he exists." And what good would it do to tell them that? They would shrug their shoulders, and treat you like a child. But if you said to them: "The planet he came from is Asteroid B-612," then they would be convinced, and leave you in peace from their questions. European astronomer They are like that. One must not hold it against them. Children should always show great forbearance toward grown-up people. But certainly, for us who understand life, figures are a matter of indifference. I should have liked to begin this story in the fashion of the fairy-tales. I should have like to say: "Once upon a time there was a little prince who lived on a planet that was scarcely any bigger than himself, and who had need of a sheep..." To those who understand life, that would have given a much greater air of truth to my story. For I do not want any one to read my book carelessly. I have suffered too much grief in setting down these memories. Six years have already passed since my friend went away from me, with his sheep. If I try to describe him here, it is to make sure that I shall not forget him. To forget a friend is sad. Not every one has had a friend. And if I forget him, I may become like the grown-ups who are no longer interested in anything but figures... It is for that purpose, again, that I have bought a box of paints and some pencils. It is hard to take up drawing again at my age, when I have never made any pictures except those of the boa constrictor from the outside and the boa constrictor from the inside, since I was six. I shall certainly try to make my portraits as true to life as possible. But I am not at all sure of success. One drawing goes along all right, and another has no resemblance to its subject. I make some errors, too, in the little prince's height: in one place he is too tall and in another too short. And I feel some doubts about the color of his costume. So I fumble along as best I can, now good, now bad, and I hope generally fair-to-middling. In certain more important details I shall make mistakes, also. But that is something that will not be my fault. My friend never explained anything to me. He thought, perhaps, that I was like himself. But I, alas, do not know how to see sheep through the walls of boxes. Perhaps I am a little like the grown-ups. I have had to grow old. V As each day passed I would learn, in our talk, something about the little prince's planet, his departure from it, his journey. The information would come very slowly, as it might chance to fall from his thoughts. It was in this way that I heard, on the third day, about the catastrophe of the baobabs. This time, once more, I had the sheep to thank for it. For the little prince asked me abruptly--as if seized by a grave doubt--"It is true, isn't it, that sheep eat little bushes?" "Yes, that is true." "Ah! I am glad!" I did not understand why it was so important that sheep should eat little bushes. But the little prince added: "Then it follows that they also eat baobabs?" I pointed out to the little prince that baobabs were not little bushes, but, on the contrary, trees as big as castles; and that even if he took a whole herd of elephants away with him, the herd would not eat up one single baobab. The idea of the herd of elephants made the little prince laugh. "We would have to put them one on top of the other," he said. Elephans on the planet But he made a wise comment: "Before they grow so big, the baobabs start out by being little." "That is strictly correct," I said. "But why do you want the sheep to eat the little baobabs?" He answered me at once, "Oh, come, come!", as if he were speaking of something that was self-evident. And I was obliged to make a great mental effort to solve this problem, without any assistance. Indeed, as I learned, there were on the planet where the little prince lived--as on all planets--good plants and bad plants. In consequence, there were good seeds from good plants, and bad seeds from bad plants. But seeds are invisible. They sleep deep in the heart of the earth's darkness, until some one among them is seized with the desire to awaken. Then this little seed will stretch itself and begin--timidly at first--to push a charming little sprig inoffensively upward toward the sun. If it is only a sprout of radish or the sprig of a rose-bush, one would let it grow wherever it might wish. But when it is a bad plant, one must destroy it as soon as possible, the very first instant that one recognizes it. Chare of the planet Now there were some terrible seeds on the planet that was the home of the little prince; and these were the seeds of the baobab. The soil of that planet was infested with them. A baobab is something you will never, never be able to get rid of if you attend to it too late. It spreads over the entire planet. It bores clear through it with its roots. And if the planet is too small, and the baobabs are too many, they split it in pieces... "It is a question of discipline," the little prince said to me later on. "When you've finished your own toilet in the morning, then it is time to attend to the toilet of your planet, just so, with the greatest care. You must see to it that you pull up regularly all the baobabs, at the very first moment when they can be distinguished from the rosebushes which they resemble so closely in their earliest youth. It is very tedious work," the little prince added, "but very easy." And one day he said to me: "You ought to make a beautiful drawing, so that the children where you live can see exactly how all this is. That would be very useful to them if they were to travel some day. Sometimes," he added, "there is no harm in putting off a piece of work until another day. But when it is a matter of baobabs, that always means a catastrophe. I knew a planet that was inhabited by a lazy man. He neglected three little bushes..." So, as the little prince described it to me, I have made a drawing of that planet. I do not much like to take the tone of a moralist. But the danger of the baobabs is so little understood, and such considerable risks would be run by anyone who might get lost on an asteroid, that for once I am breaking through my reserve. "Children," I say plainly, "watch out for the baobabs!" My friends, like myself, have been skirting this danger for a long time, without ever knowing it; and so it is for them that I have worked so hard over this drawing. The lesson which I pass on by this means is worth all the trouble it has cost me. Baobabs Perhaps you will ask me, "Why are there no other drawing in this book as magnificent and impressive as this drawing of the baobabs?" The reply is simple. I have tried. But with the others I have not been successful. When I made the drawing of the baobabs I was carried beyond myself by the inspiring force of urgent necessity. VI Oh, little prince! Bit by bit I came to understand the secrets of your sad little life... For a long time you had found your only entertainment in the quiet pleasure of looking at the sunset. I learned that new detail on the morning of the fourth day, when you said to me: "I am very fond of sunsets. Come, let us go look at a sunset now." "But we must wait," I said. "Wait? For what?" "For the sunset. We must wait until it is time." At first you seemed to be very much surprised. And then you laughed to yourself. You said to me: "I am always thinking that I am at home!" Just so. Everybody knows that when it is noon in the United States the sun is setting over France. If you could fly to France in one minute, you could go straight into the sunset, right from noon. Unfortunately, France is too far away for that. But on your tiny planet, my little prince, all you need do is move your chair a few steps. You can see the day end and the twilight falling whenever you like... "One day," you said to me, "I saw the sunset forty-four times!" And a little later you added: "You know--one loves the sunset, when one is so sad..." "Were you so sad, then?" I asked, "on the day of the forty-four sunsets?" But the little prince made no reply. Sunsets

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alice in wonderland tagalog veOnce upon a time . . . there lived a woman who had no children. She dreamed of having a little girl, but time went by, and her dream never came true. She then went to visit a witch, who gave her a magic grain of barley. She planted it in a flower pot. And the very next day, the grain had turned into a lovely flower, rather like a tulip. The woman softly kissed its half-shut petals. And as though by magic, the flower opened in full blossom. Inside sat a tiny girl, no bigger than a thumb. The woman called her Thumbelina. For a bed she had a walnut shell, violet petals for her mattress and a rose petal blanket. In the daytime, she played in a tulip petal boat, floating on a plate of water. Using two horse hairs as oars, Thumbelina sailed around her little lake, singing and singing in a gentle sweet voice. Then one night, as she lay fast asleep in her walnut shell, a large frog hopped through a hole in the window pane. As she gazed down at Thumbelina, she said to herself: "How pretty she is! She'd make the perfect bride for my own dear son!" She picked up Thumbelina, walnut shell and all, and hopped into the garden. Nobody saw her go.Back at the pond, her fat ugly son, who always did as mother told him, was pleased with her choice. But mother frog was afraid that her pretty prisoner might run away. So she carried Thumbellna out to a water lily leaf ln the middle of the pond. "She can never escape us now," said the frog to her son. "And we have plenty of time to prepare a new home for you and your bride." Thumbelina was left all alone. She felt so desperate. She knew she would never be able to escape the fate that awaited her with the two horrid fat frogs. All she could do was cry her eyes out. However, one or two minnows who had been enjoying the shade below the water lily leaf, had overheard the two frogs talking, and the little girl's bitter sobs. They decided to do something about it. So they nibbled away at the lily stem till it broke and drifted away in the weak current. A dancing butterfly had an idea: "Throw me the end of your belt! I'll help you to move a little faster!" Thumbelina gratefully did so, and the leaf soon floated away from the frog pond. But other dangers lay ahead. A large beetle snatched Thumbelina with his strong feet and took her away to his home at the top of a leafy tree. "Isn't she pretty?" he said to his friends. But they pointed out that she was far too different. So the beetle took her down the tree and set her free. It was summertime, and Thumbelina wandered all by herself amongst the flowers and through the long grass. She had pollen for her meals and drank the dew. Then the rainy season came, bringing nastyweather. The poor child found it hard to find food and shelter. When winter set in, she suffered from the cold and felt terrible pangs of hunger. One day, as Thumbelina roamed helplessly over the bare meadows, she met a large spider who promised to help her. He took her to a hollow tree and guarded the door with a stout web. Then he brought her some dried chestnuts and called his friends to come and admire her beauty. But just like the beetles, all the other spiders persuaded Thumbelina's rescuer to let her go. Crying her heart out, and quite certain that nobody wanted her because she was ugly, Thumbelina left the spider's house. As she wandered, shivering with the cold, suddenly she came across a solid little cottage, made of twigs and dead leaves. Hopefully, she knocked on the door. It was opened by a field mouse. "What are you doing outside in this weather?" he asked. "Come in and warm yourself." Comfortable and cozy, the field mouse's home was stocked with food. For her keep, Thumbelina did the housework and told the mouse stories. One day, the field mouse said a friend was coming to visit them. "He's a very rich mole, and has a lovely house. He wears a splendid black fur coat, but he's dreadfully shortsighted. He needs company and he'd like to marry you!" Thumbelina did not relish the idea. However, when the mole came, she sang sweetly to him and he fell head over heels in love. The mole invited Thumbelina and the field mouse to visit him, but . . . to their surprise and horror, they came upon a swallow in the tunnel. It looked dead. Mole nudged it wi his foot, saying: "That'll teach her! She should have come underground instead of darting about the sky all summer!" Thumbelina was so shocked by such cruel words that later, she crept back unseen to the tunnel. And every day, the little girl went to nurse the swallow and tenderly give it food. In the meantime, the swallow told Thumbelina its tale. Jagged by a thorn, it had been unable to follow its companions to a warmer climate. "It's kind of you to nurse me," it told Thumbelina. But, in spring, the swallow flew away, after offering to take the little girl with it. All summer, Thumbelina did her best to avoid marrying the mole. The little girl thought fearfully of how she'd have to live underground forever. On the eve of her wedding, she asked to spend a day in the open air. As she gently fingered a flower, she heard a familiar song: "Winter's on its way and I'll be off to warmer lands. Come with me!" Thumbelina quickly clung to her swallow friend, and the bird soared into the sky. They flew over plains and hills till they reached a country of flowers. The swallow gently laid Thumbelina in a blossom. There she met a tiny, white-winged fairy: the King of the Flower Fairies. Instantly, he asked her to marry him. Thumbelina eagerly said "yes", and sprouting tiny white wings, she became the Flower Queen!rsion

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alice in wonderland tagalog story

Última actualización: 2020-02-09
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"Frozen II" is funny, exciting, sad, romantic, and silly. It has great songs and a hilarious recap of the first movie, and then it is all of that all over again. Plus an extra scene ALL the way at the end of the credits. This sequel can seem overstuffed at times, and tries a bit too hard to replicate the magic of the first film, but it is impressively willing to engage with some complicated issues in a frank manner that is accessible to children and insightful even for adults. It throws a lot

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Ang "Frozen II" ay nakakatawa, kapana-panabik, malungkot, romantiko, at hangal. Mayroon itong mahusay na mga kanta at isang masayang-maingay na pagbabalik sa unang pelikula, at pagkatapos ito ay muli sa lahat. Dagdag pa ng dagdag na eksena LAHAT sa paraan sa pagtatapos ng mga kredito. Ang pagkakasunod-sunod na ito ay maaaring mukhang sobrang overstuffed sa mga oras, at sinusubukan nang medyo mahirap upang kopyahin ang mahika ng unang pelikula, ngunit kahanga-hanga ang pakikisalamuha sa ilang mga kumplikadong mga isyu sa isang lantad na paraan na naa-access sa mga bata at matalino kahit para sa mga matatanda. Ito ay nagtapon ng maraming

Última actualización: 2020-01-26
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The Battle with Grendel from Beowulf translated by Burton Raffel Epic 4 Out from the marsh, from the foot of misty Hills and bogs, bearing God’s hatred, Grendel came, hoping to kill 395 Anyone he could trap on this trip to high Herot. He moved quickly through the cloudy night, Up from his swampland, sliding silently Toward that gold-shining hall. He had visited Hrothgar’s Home before, knew the way— 400 But never, before nor after that night, Found Herot defended so firmly, his reception So harsh. He journeyed, forever joyless, Straight to the door, then snapped it open, Tore its iron fasteners with a touch, 405 And rushed angrily over the threshold. He strode quickly across the inlaid Floor, snarling and fierce: His eyes Gleamed in the darkness, burned with a gruesome Light. Then he stopped, seeing the hall 410 Crowded with sleeping warriors, stuffed With rows of young soldiers resting together. And his heart laughed, he relished the sight, Intended to tear the life from those bodies By morning; the monster’s mind was hot 415 With the thought of food and the feasting his belly Would soon know. But fate, that night, intended Grendel to gnaw the broken bones Of his last human supper. Human Eyes were watching his evil steps, 420 Waiting to see his swift hard claws. Grendel snatched at the first Geat He came to, ripped him apart, cut His body to bits with powerful jaws, Drank the blood from his veins, and bolted 425 Him down, hands and feet; death And Grendel’s great teeth came together, Snapping life shut. Then he stepped to another Still body, clutched at Beowulf with his claws, Grasped at a strong-hearted wakeful sleeper 430 —And was instantly seized himself, claws Bent back as Beowulf leaned up on one arm. That shepherd of evil, guardian of crime, Knew at once that nowhere on earth Had he met a man whose hands were harder; 435 His mind was flooded with fear—but nothing Could take his talons and himself from that tight Hard grip. Grendel’s one thought was to run From Beowulf, flee back to his marsh and hide there: This was a different Herot than the hall he had emptied. 440 But Higlac’s follower remembered his final Boast and, standing erect, stopped The monster’s flight, fastened those claws In his fists till they cracked, clutched Grendel Closer. The infamous killer fought 445 For his freedom, wanting no flesh but retreat, Desiring nothing but escape; his claws Had been caught, he was trapped. That trip to Herot Was a miserable journey for the writhing monster! The high hall rang, its roof boards swayed, 450 And Danes shook with terror. Down The aisles the battle swept, angry And wild. Herot trembled, wonderfully Built to withstand the blows, the struggling Great bodies beating at its beautiful walls; 455 Shaped and fastened with iron, inside And out, artfully worked, the building Stood firm. Its benches rattled, fell To the floor, gold-covered boards grating As Grendel and Beowulf battled across them. 460 Hrothgar’s wise men had fashioned Herot To stand forever; only fire, They had planned, could shatter what such skill had put Together, swallow in hot flames such splendor Of ivory and iron and wood. Suddenly 465 The sounds changed, the Danes started In new terror, cowering in their beds as the terrible Screams of the Almighty’s enemy sang In the darkness, the horrible shrieks of pain And defeat, the tears torn out of Grendel’s 470 Taut throat, hell’s captive caught in the arms Of him who of all the men on earth Was the strongest. 9 That mighty protector of men Meant to hold the monster till its life Leaped out, knowing the fiend was no use 475 To anyone in Denmark. All of Beowulf’s Band had jumped from their beds, ancestral Swords raised and ready, determined To protect their prince if they could. Their courage Was great but all wasted: They could hack at Grendel 480 From every side, trying to open A path for his evil soul, but their points Could not hurt him, the sharpest and hardest iron Could not scratch at his skin, for that sin-stained demon Had bewitched all men’s weapons, laid spells 485 That blunted every mortal man’s blade. And yet his time had come, his days Were over, his death near; down To hell he would go, swept groaning and helpless To the waiting hands of still worse fiends. 490 Now he discovered—once the afflictor Of men, tormentor of their days—what it meant To feud with Almighty God: Grendel Saw that his strength was deserting him, his claws Bound fast, Higlac’s brave follower tearing at 495 His hands. The monster’s hatred rose higher, But his power had gone. He twisted in pain, And the bleeding sinews deep in his shoulder Snapped, muscle and bone split And broke. The battle was over, Beowulf 500 Had been granted new glory: Grendel escaped, But wounded as he was could flee to his den, His miserable hole at the bottom of the marsh, Only to die, to wait for the end Of all his days. And after that bloody 505 Combat the Danes laughed with delight. He who had come to them from across the sea, Bold and strong-minded, had driven affliction Off, purged Herot clean. He was happy, Now, with that night’s fierce work; the Danes 510 Had been served as he’d boasted he’d serve them; Beowulf, A prince of the Geats, had killed Grendel, Ended the grief, the sorrow, the suffering Forced on Hrothgar’s helpless people By a bloodthirsty fiend. No Dane doubted 515 The victory, for the proof, hanging high From the rafters where Beowulf had hung it, was the monster’s Arm, claw and shoulder and all. 10 And then, in the morning, crowds surrounded Herot, warriors coming to that hall 520 From faraway lands, princes and leaders Of men hurrying to behold the monster’s Great staggering tracks. They gaped with no sense Of sorrow, felt no regret for his suffering, Went tracing his bloody footprints, his beaten 525 And lonely flight, to the edge of the lake Where he’d dragged his corpselike way, doomed And already weary of his vanishing life. The water was bloody, steaming and boiling In horrible pounding waves, heat 530 Sucked from his magic veins; but the swirling Surf had covered his death, hidden Deep in murky darkness his miserable End, as hell opened to receive him. Then old and young rejoiced, turned back 535 From that happy pilgrimage, mounted their hard-hooved Horses, high-spirited stallions, and rode them Slowly toward Herot again, retelling Beowulf’s bravery as they jogged along. And over and over they swore that nowhere 540 On earth or under the spreading sky Or between the seas, neither south nor north, Was there a warrior worthier to rule over men. (But no one meant Beowulf’s praise to belittle Hrothgar, their kind and gracious king!) . . .

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labanan na may grendel

Última actualización: 2019-07-02
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Matching Tests Teachers devise tests to measure a student’s understanding of the course material. Many teachers use different tests, such as multiple choice, short answer, essay, true/false, and the matching test format, to gain the upper-hand on students who wish to cheat their way through the year. Students who study well for a multiple choice test may find themselves perplexed when staring down at a matching test format in front of them. Matching test questions measure the student’s ability to connect words, complete sentences, or pair words with their definition. The matching test format consists of two columns, including one with a definition or phrase, and another with a word, number, or symbol. Teachers refer to each item in the first column as the premises, or the questions involved in the matching tests. Likewise, instructors refer to the answers in the second column as responses in the matching tests. Teachers everywhere agree that learners should select the correct response in the second column to its corresponding premises in the first. Conventional matching tests usually have items in the first column numbered and items in the second column labeled with alphabetical letters. Receive your Free Copy of “7 Secrets to Boost Grades” Enter your first name Enter your email address I am a: Your privacy is protected. No spam. Unsubscribe anytime. Teachers incorporate matching test questions as an alternative to changing the learner’s pace. Matching tests evaluate the student’s ability to recall information under time constraints. Many teachers employ a small section of matching test questions at the end of a chapter review, while others may use it in quizzes and tests. Matching test questions evaluates the learner’s ability to understand the similarities between items, usually terms and definitions, symbols and proper names, principles and scenarios, objects and pictures, and cause/effect. Students who excel at taking matching tests likely grasp key concepts and “big ideas.” Matching test questions enable teachers to cover more content in one question than allowed with the ever-popular multiple choice test format. Therefore, the matching test format tests the student’s intermittent knowledge of the course curriculum and provides a way for the teacher to incorporate a little variety into classroom activities. Students who are preparing for an exam may want to employ a few matching test strategies to ensure they answer every question correctly. As an objective form of evaluation, matching tests can prove challenging for students who failed to review their notes. Students who fail to study will not have the backbone to succeed on any form of test format, regardless of many matching test strategies they employ. Without sufficient study time, all matching test strategies become nullified. Students who employ effective study methods will benefit from these simple matching test tips. First and foremost, students need to read over the directions carefully before answering any of the questions before them. The directions usually have vital information for the test-taker, including whether the question requires one or more answers. The directions inform the test-taker whether he or she can use a particular response several times. Test-takers who glance over the directions will likely fail the test. Many times test designers ask the test-taker to mark their answers on a scantron, scrap sheet of paper, or on the test itself using lines drawn to the corresponding column. Reading the directions carefully remains as one of the most important tips for matching tests. Excel Study Skills System - The Most Complete Student Success System Discover the most powerful Student Success System available today! Studies have proven that effective study skills are the key to a student's success in school and career. EduNova's award winning study systems have helped thousands of students succeed in school and college. Learn more today! Secondly, students read the premise column to identify the longest phrases. This saves time by matching the phrase with the word, instead of the word with the phrase. The majority of test-takers will need to complete their matching test tips exam under time constraints. Therefore, students should seriously consider time-saving tips for matching tests to make the best grade possible. Many instructors agree that students should do the easy questions first and then return to the difficult questions later to save time. Wasting time on tougher questions will likely result in the student rushing to complete the test before turning it in for a grade. Other matching test tips include the process of elimination by crossing out unknown items first, visualizing the information in the student’s notebook, association questions with answers, and looking for clues in grammar and sentence structure. These important tips for matching tests will guide students to succeeding on their quizzes, tests, and final exams. Follow these links to learn more about matching test tips: Tips for Taking All Types of Tests: Matching Strategies for Different Test Formats (PDF) All About Multiple Choice & Matching Exams Effective Test-Taking Tips for Students An All-Encompassing Guide of Test-Taking Tips and Strategies for Students Learning Strategies Database: Matching Exams Guidelines for Answering Matching Questions Test-Taking Strategies for Different Types of Tests © 2012 EduNova Co. All rights reserved. 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pagtutugma ng uri ng pagsubok

Última actualización: 2019-04-12
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