Ang Simbahan, na siyang Bayan ng Diyos, ay hinuhubog ng Salita ng Diyos. Ang Diyos ay nagsasalita sa maraming paraan. Ipinaaabot ng Diyos ang Kanyang kalooban sa pamamagitan ng Bibliya, ng mga pangyayari sa kasaysayan, ng ating mga karanasan, ng konsiyensiya ng bawat isa, ng mga turo at gawain sa Simbahan, ng kalikasan, ng panawagan ng mga nangangailangan, ng mga turo at halimbawa ng mga taong banal, at ng ating pagdarasal at pagninilay. Ang ating Diyos ay hindi malihim. Dahil sa Siya ay ang Pagmamahal at Siya’y nagmamahal sa atin, patuloy Siyang nagpapakilala sa atin. Ang isang katangi-tanging paraan ng Kanyang pagpapakilala ay sa pamamagitan ng Kanyang Salitang nakasulat sa banal na Bibliya. Kung tatanungin ang ating mga Katoliko kung mahalaga sa kanila ang Bibliya, agad isasagot ng lahat ang matunog na “Oo!” Pero kakaunti ang ating alam sa Bibliya. Kung hindi natin ito alam, anong gabay ang maibibigay nito sa ating buhay? Marami ang wala pang Bibliya. Marami rin ay hindi nakababasa o hindi sanay magbasa. Marami ang abalang-abala sa buhay at wala na silang panahon para magbasa. Aaminin din natin na ang Bibliya mismo ay hindi madaling basahin at unawain dahil ito ay mahaba at nakasulat sa pamamaraan na iba sa ating kinasanayan. Para sa nakararami, ang pinakapagkakataon ng kanilang pakikipagtagpo sa Salita ng Diyos ay ang lingguhang pagdiriwang nito sa misa o di kaya ay sa pagdiriwang na walang pari. Oo, naririnig nila ang mga bahagi ng Bibliya na ipinahahayag dito ngunit malimit ay hindi rin nila nauunawaan. Ang Bibliya ay hindi lang sapat na marinig. Ito ay dapat ipaliwanag. Kaya ang tungkuling ipaliwanag ng Simbahan ang Bibliya ay napakahalaga. Sa maraming mga lugar na hindi naaabot ng pari tuwing Linggo, ang nangunguna sa pagdiriwang ay mga laiko na masigasig sa kanilang paglilingkod sa Simbahan ngunit kulang naman ang kaalaman at kakayahang magpaliwanag. Ito ay naging karanasan ko sa parokya ng San Ezekiel Moreno sa Palawan noong ako’y maitalaga roon na maglingkod bilang pari noong taong 1999. Agad kong nakita na hindi ko namimisahan ang 728 na kapilya na nakakalat sa malalayong lugar ng parokya. Mayroon kaming mga Alagad ng Salita ng Diyos na nangunguna sa pagdiriwang ng Salita ng Diyos sa mga kapilyang ito tuwing Linggo. Sila ay mga mangingisda at magsasaka na nagtatalaga ng kanilang sarili sa ganitong mabuting gawain. Mabubuti ang kanilang hangarin ngunit hindi sila masisisi na hindi nila alam ang Bibliya. Mabababa ang antas ng edukasyon na kanilang naabot. Kung hindi nila ito alam, paano nila ito maipapaliwanag sa mga tao? Patuloy ko silang hinuhubog, ngunit gaano katagal pa upang sila ay magkaroon ng sapat na kakayahan na magkaroon ng maayos at tamang pagpapaliwanag? Isang tanging paraan na ginawa ko sa ganitong kalagayan ay ang sumulat ng maiiksing paliwanag sa mga pagbasa na sa bawat Linggo ay maaari nilang basahin na lang sa mga tao bilang homiliya. Ang aklat na ito ay bunga ng tatlong taon na pagsusulat ng mga paliwanag na ito. Linilimbag namin ang mga paliwanag na ito upang maipamahagi rin sa ibang mga laiko na ganito rin ang kalagayan. Sila ay nangunguna sa mga tao ngunit kulang sila ng kakayahan na maipaliwanag ng wasto ang Bibliya. Gusto nila na ito ay lalong maunawaan ng mga pinangungunahan nila. Alam ko na ang aming kalagayan sa Palawan ay siya ring kalagayan ng maraming mga malalaking parokya sa ating bansa na pinaglilingkuran ng isa o dalawang pari lamang. Sana ang aklat na ito ay makatulong sa mga katulong ng pari sa pagpapaliwang ng Salita ng Diyos sa mga tao. Ang mga paliwang na ito ay maiiksi at simple lang upang madaling mabigkas at maunawaan. Sinisikap ng mga homiliyang ito na iugnay ang paliwanag sa Bibliya sa karanasan ng mga tao at sa mga turo ng Simbahan. Ang mga homiliyang ito ay hindi lang mga gabay sa pagpapaliwang. Sila na mismo ang paliwanag. Ang mga nakasulat dito ay ipinapayo na basahin na agad ng mga ministrong laiko. Palitan lang nila ang mga halimbawa o mga salita na kaiba sa karanasan o pamumuhay ng mga tao na kanilang kausap. 8 Apostoliko ng Puerto Princesa sa kanyang pagsuporta sa paglilimbag nito at gayundin sa mga kaparian ng aming Bikaryato Apostoliko sa pagpapagamit ng mga paliwanag na ito sa kanilang mga parokya. Si Lucy ng Chancery Office ay buong tiyaga na nagencode ng mga homiliya sa computer mula sa aking halos ay dimabasang sulat-kamay. Maraming salamat din sa mga dati kong estudyante sa Don Bosco Center of Studies sa kanilang pagsasaayos at pag-edit nito. Kung ito ay nailimbag, ito ay dahil sa kanilang pagsusumikap. Ang Diyos na ang gagantimpala sa kanilang kontribusyon na ang kaharian ni Kristo ay lalong magkaugat sa ating mga kanayunan. Maraming salamat po sa inyong lahat. Bishop Broderick Pabillo, SDB, DD

45 pieces photos of animals from around the world, farm animals and pets. resource guide and word list in English, Spanish and French. Photographic Learning Cards Can Help Increase Early Literacy and Language Development Children who are learning a new language can build their vocabulary by matching realistic photos to real objects. All of the following games and activities can be used for preschool through grade 2 children; children who are learning a new language; and children with special needs: 1. Play “Name It!” Show the children a photo card. Ask them to name the object and/or find and point to the real object. 2. Play “Yes and No” games. Show a photo and say the correct or incorrect word – or say the function, such as, “the cow can fly?” The children answer with “yes or no.” 3. Play “Describing Games.” Place the cards in a box or bag. A child picks a card and then describes as much as possible about the picture. For example, “This is a bear. It is brown. It has 2 ears.” 4. Play “Can You Guess?” Ask a child to pick a card and not show it to anyone else. The child describes how the object is used (or the child may choose to pantomime the clues). The other children guess what is pictured on the card. 5. Play “What Does Not Belong?” Place three to four pictures (for example: apple, banana, grapes, kite) in front of the children. The children are to choose the picture that does not belong and explain why the remaining cards belong together. 6. Use the cards for “Sorting and Classifying” activities (foods, furniture, clothing, actions, toys, etc.). 7. Play “Listen Carefully.” Place several cards in a line. Offer clues or descriptions about one of the cards and have the children guess which card is being described. 8. Use the photo cards for “Storytelling” and “Sequencing” activities. 9. Play “What’s Missing?” Show the children four or five cards. Have children close their eyes while you remove a card. The children guess which card is missing. As the children’s skill level grows, increase the number of cards and/or remove more than one card. 10. Make “Classroom Big Books” using photo cards. Tape each photograph to a large piece of poster board. Have the children dictate short stories about each of the pictures. Name the people in each picture. Talk about what they are doing. Discuss how they might be feeling. To finish the book, punch holes along the side of each page and bind them together with yarn. 11. Practice “High-Frequency Words” by writing words such as, “I like the . . .“ on index cards and place them in a pocket chart. Have the children practice reading the words and then place a photo card noun in the final position of the sentence. (Examples: I like the wagon. I like the lamp. I like the hat.) 12. Students can make “Cut-Up Sentence Books.” Use a scrapbook or 3-ring binder to create the book. Tape a photo card onto a piece of construction paper. Under each photo create cut-up words (see illustration) to form a sentence about each photo. The children will enjoy “reading” this classroom book over and over again. 13. Build “Bulletin Boards” with photo card captions. Print the captions on card stock and then tape them below the appropriate photograph. SRP: 595php Weight: 175 grams

14 pieces of photo cards of the Puppy in Various Doghouse Locations. Large Flannel Board Doghouse and Puppy Manipulatives activity guides in English, Spanish and French. Photographic Learning Cards Can Help Increase Early Literacy and Language Development Children who are learning a new language can build their vocabulary by matching realistic photos to real objects. All of the following games and activities can be used for preschool through grade 2 children; children who are learning a new language; and children with special needs: 1. Play “Name It!” Show the children a photo card. Ask them to name the object and/or find and point to the real object. 2. Play “Yes and No” games. Show a photo and say the correct or incorrect word – or say the function, such as, “the cow can fly?” The children answer with “yes or no.” 3. Play “Describing Games.” Place the cards in a box or bag. A child picks a card and then describes as much as possible about the picture. For example, “This is a bear. It is brown. It has 2 ears.” 4. Play “Can You Guess?” Ask a child to pick a card and not show it to anyone else. The child describes how the object is used (or the child may choose to pantomime the clues). The other children guess what is pictured on the card. 5. Play “What Does Not Belong?” Place three to four pictures (for example: apple, banana, grapes, kite) in front of the children. The children are to choose the picture that does not belong and explain why the remaining cards belong together. 6. Use the cards for “Sorting and Classifying” activities (foods, furniture, clothing, actions, toys, etc.). 7. Play “Listen Carefully.” Place several cards in a line. Offer clues or descriptions about one of the cards and have the children guess which card is being described. 8. Use the photo cards for “Storytelling” and “Sequencing” activities. 9. Play “What’s Missing?” Show the children four or five cards. Have children close their eyes while you remove a card. The children guess which card is missing. As the children’s skill level grows, increase the number of cards and/or remove more than one card. 10. Make “Classroom Big Books” using photo cards. Tape each photograph to a large piece of poster board. Have the children dictate short stories about each of the pictures. Name the people in each picture. Talk about what they are doing. Discuss how they might be feeling. To finish the book, punch holes along the side of each page and bind them together with yarn. 11. Practice “High-Frequency Words” by writing words such as, “I like the . . .“ on index cards and place them in a pocket chart. Have the children practice reading the words and then place a photo card noun in the final position of the sentence. (Examples: I like the wagon. I like the lamp. I like the hat.) 12. Students can make “Cut-Up Sentence Books.” Use a scrapbook or 3-ring binder to create the book. Tape a photo card onto a piece of construction paper. Under each photo create cut-up words (see illustration) to form a sentence about each photo. The children will enjoy “reading” this classroom book over and over again. 13. Build “Bulletin Boards” with photo card captions. Print the captions on card stock and then tape them below the appropriate photograph. Weight: 175 grams SRP: 595php

26 photo cards featuring uppercase and lowercase traditional manuscript includes a Beginning Letter Sound Photo Object on each card. Photographic Learning Cards Can Help Increase Early Literacy and Language Development Children who are learning a new language can build their vocabulary by matching realistic photos to real objects. All of the following games and activities can be used for preschool through grade 2 children; children who are learning a new language; and children with special needs: 1. Play “Name It!” Show the children a photo card. Ask them to name the object and/or find and point to the real object. 2. Play “Yes and No” games. Show a photo and say the correct or incorrect word – or say the function, such as, “the cow can fly?” The children answer with “yes or no.” 3. Play “Describing Games.” Place the cards in a box or bag. A child picks a card and then describes as much as possible about the picture. For example, “This is a bear. It is brown. It has 2 ears.” 4. Play “Can You Guess?” Ask a child to pick a card and not show it to anyone else. The child describes how the object is used (or the child may choose to pantomime the clues). The other children guess what is pictured on the card. 5. Play “What Does Not Belong?” Place three to four pictures (for example: apple, banana, grapes, kite) in front of the children. The children are to choose the picture that does not belong and explain why the remaining cards belong together. 6. Use the cards for “Sorting and Classifying” activities (foods, furniture, clothing, actions, toys, etc.). 7. Play “Listen Carefully.” Place several cards in a line. Offer clues or descriptions about one of the cards and have the children guess which card is being described. 8. Use the photo cards for “Storytelling” and “Sequencing” activities. 9. Play “What’s Missing?” Show the children four or five cards. Have children close their eyes while you remove a card. The children guess which card is missing. As the children’s skill level grows, increase the number of cards and/or remove more than one card. 10. Make “Classroom Big Books” using photo cards. Tape each photograph to a large piece of poster board. Have the children dictate short stories about each of the pictures. Name the people in each picture. Talk about what they are doing. Discuss how they might be feeling. To finish the book, punch holes along the side of each page and bind them together with yarn. 11. Practice “High-Frequency Words” by writing words such as, “I like the . . .“ on index cards and place them in a pocket chart. Have the children practice reading the words and then place a photo card noun in the final position of the sentence. (Examples: I like the wagon. I like the lamp. I like the hat.) 12. Students can make “Cut-Up Sentence Books.” Use a scrapbook or 3-ring binder to create the book. Tape a photo card onto a piece of construction paper. Under each photo create cut-up words (see illustration) to form a sentence about each photo. The children will enjoy “reading” this classroom book over and over again. 13. Build “Bulletin Boards” with photo card captions. Print the captions on card stock and then tape them below the appropriate photograph. SRP: 595php Weight: 175 grams

46 pieces of photo cards to enrich language development, resource guide and word list in English, Spanish and French. Photographic Learning Cards Can Help Increase Early Literacy and Language Development Children who are learning a new language can build their vocabulary by matching realistic photos to real objects. All of the following games and activities can be used for preschool through grade 2 children; children who are learning a new language; and children with special needs: 1. Play “Name It!” Show the children a photo card. Ask them to name the object and/or find and point to the real object. 2. Play “Yes and No” games. Show a photo and say the correct or incorrect word – or say the function, such as, “the cow can fly?” The children answer with “yes or no.” 3. Play “Describing Games.” Place the cards in a box or bag. A child picks a card and then describes as much as possible about the picture. For example, “This is a bear. It is brown. It has 2 ears.” 4. Play “Can You Guess?” Ask a child to pick a card and not show it to anyone else. The child describes how the object is used (or the child may choose to pantomime the clues). The other children guess what is pictured on the card. 5. Play “What Does Not Belong?” Place three to four pictures (for example: apple, banana, grapes, kite) in front of the children. The children are to choose the picture that does not belong and explain why the remaining cards belong together. 6. Use the cards for “Sorting and Classifying” activities (foods, furniture, clothing, actions, toys, etc.). 7. Play “Listen Carefully.” Place several cards in a line. Offer clues or descriptions about one of the cards and have the children guess which card is being described. 8. Use the photo cards for “Storytelling” and “Sequencing” activities. 9. Play “What’s Missing?” Show the children four or five cards. Have children close their eyes while you remove a card. The children guess which card is missing. As the children’s skill level grows, increase the number of cards and/or remove more than one card. 10. Make “Classroom Big Books” using photo cards. Tape each photograph to a large piece of poster board. Have the children dictate short stories about each of the pictures. Name the people in each picture. Talk about what they are doing. Discuss how they might be feeling. To finish the book, punch holes along the side of each page and bind them together with yarn. 11. Practice “High-Frequency Words” by writing words such as, “I like the . . .“ on index cards and place them in a pocket chart. Have the children practice reading the words and then place a photo card noun in the final position of the sentence. (Examples: I like the wagon. I like the lamp. I like the hat.) 12. Students can make “Cut-Up Sentence Books.” Use a scrapbook or 3-ring binder to create the book. Tape a photo card onto a piece of construction paper. Under each photo create cut-up words (see illustration) to form a sentence about each photo. The children will enjoy “reading” this classroom book over and over again. 13. Build “Bulletin Boards” with photo card captions. Print the captions on card stock and then tape them below the appropriate photograph. SRP: 595php Weight: 175 grams

Photographic Learning Cards Can Help Increase Early Literacy and Language Development Children who are learning a new language can build their vocabulary by matching realistic photos to real objects. All of the following games and activities can be used for preschool through grade 2 children; children who are learning a new language; and children with special needs: 1. Play “Name It!” Show the children a photo card. Ask them to name the object and/or find and point to the real object. 2. Play “Yes and No” games. Show a photo and say the correct or incorrect word – or say the function, such as, “the cow can fly?” The children answer with “yes or no.” 3. Play “Describing Games.” Place the cards in a box or bag. A child picks a card and then describes as much as possible about the picture. For example, “This is a bear. It is brown. It has 2 ears.” 4. Play “Can You Guess?” Ask a child to pick a card and not show it to anyone else. The child describes how the object is used (or the child may choose to pantomime the clues). The other children guess what is pictured on the card. 5. Play “What Does Not Belong?” Place three to four pictures (for example: apple, banana, grapes, kite) in front of the children. The children are to choose the picture that does not belong and explain why the remaining cards belong together. 6. Use the cards for “Sorting and Classifying” activities (foods, furniture, clothing, actions, toys, etc.). 7. Play “Listen Carefully.” Place several cards in a line. Offer clues or descriptions about one of the cards and have the children guess which card is being described. 8. Use the photo cards for “Storytelling” and “Sequencing” activities. 9. Play “What’s Missing?” Show the children four or five cards. Have children close their eyes while you remove a card. The children guess which card is missing. As the children’s skill level grows, increase the number of cards and/or remove more than one card. 10. Make “Classroom Big Books” using photo cards. Tape each photograph to a large piece of poster board. Have the children dictate short stories about each of the pictures. Name the people in each picture. Talk about what they are doing. Discuss how they might be feeling. To finish the book, punch holes along the side of each page and bind them together with yarn. 11. Practice “High-Frequency Words” by writing words such as, “I like the . . .“ on index cards and place them in a pocket chart. Have the children practice reading the words and then place a photo card noun in the final position of the sentence. (Examples: I like the wagon. I like the lamp. I like the hat.) 12. Students can make “Cut-Up Sentence Books.” Use a scrapbook or 3-ring binder to create the book. Tape a photo card onto a piece of construction paper. Under each photo create cut-up words (see illustration) to form a sentence about each photo. The children will enjoy “reading” this classroom book over and over again. 13. Build “Bulletin Boards” with photo card captions. Print the captions on card stock and then tape them below the appropriate photograph.

46 pieces of cards featuring pairs that "Go Together". Great for developing sorting, classifying, reasoning and language skills. Word lists and resource guides in English, Spanish and French. Photographic Learning Cards Can Help Increase Early Literacy and Language Development Children who are learning a new language can build their vocabulary by matching realistic photos to real objects. All of the following games and activities can be used for preschool through grade 2 children; children who are learning a new language; and children with special needs: 1. Play “Name It!” Show the children a photo card. Ask them to name the object and/or find and point to the real object. 2. Play “Yes and No” games. Show a photo and say the correct or incorrect word – or say the function, such as, “the cow can fly?” The children answer with “yes or no.” 3. Play “Describing Games.” Place the cards in a box or bag. A child picks a card and then describes as much as possible about the picture. For example, “This is a bear. It is brown. It has 2 ears.” 4. Play “Can You Guess?” Ask a child to pick a card and not show it to anyone else. The child describes how the object is used (or the child may choose to pantomime the clues). The other children guess what is pictured on the card. 5. Play “What Does Not Belong?” Place three to four pictures (for example: apple, banana, grapes, kite) in front of the children. The children are to choose the picture that does not belong and explain why the remaining cards belong together. 6. Use the cards for “Sorting and Classifying” activities (foods, furniture, clothing, actions, toys, etc.). 7. Play “Listen Carefully.” Place several cards in a line. Offer clues or descriptions about one of the cards and have the children guess which card is being described. 8. Use the photo cards for “Storytelling” and “Sequencing” activities. 9. Play “What’s Missing?” Show the children four or five cards. Have children close their eyes while you remove a card. The children guess which card is missing. As the children’s skill level grows, increase the number of cards and/or remove more than one card. 10. Make “Classroom Big Books” using photo cards. Tape each photograph to a large piece of poster board. Have the children dictate short stories about each of the pictures. Name the people in each picture. Talk about what they are doing. Discuss how they might be feeling. To finish the book, punch holes along the side of each page and bind them together with yarn. 11. Practice “High-Frequency Words” by writing words such as, “I like the . . .“ on index cards and place them in a pocket chart. Have the children practice reading the words and then place a photo card noun in the final position of the sentence. (Examples: I like the wagon. I like the lamp. I like the hat.) 12. Students can make “Cut-Up Sentence Books.” Use a scrapbook or 3-ring binder to create the book. Tape a photo card onto a piece of construction paper. Under each photo create cut-up words (see illustration) to form a sentence about each photo. The children will enjoy “reading” this classroom book over and over again. 13. Build “Bulletin Boards” with photo card captions. Print the captions on card stock and then tape them below the appropriate photograph. Weight: 175 grams SRP: 595php

Required reading for many schools, Amado V. Hernandez's work is a classic socio-political novel tackling the problems of the people and the society. With a foreword by former Foreign Affairs Secretary Carlos P. Romulo. Hernandez, A.V. (1971). Mga Ibong Mandaragit. Las Pinas City, Philippines:M&L Licudine Enterprises. 416 pp.

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Brake Fork Din 71752 M6 X 12

Lahat ng nagmamahalan ay dapat maging maligaya. Iyon ang paniniwala ni Cray kaya awang-awa siya sa pinsan niya at sa pinakamamahal nito. May hadlang kasi sa mala-Romeo and Juliet na pagmamahalan ng mga ito - si Rosie, girlfriend ng pinsan niya. Ito ang iniwan at pinagtaksilan pero kontrabida sa isang magandang love story ang tingin niya rito. Kaya para maalis si Rosie sa landas ng magsing-irog, pinalabas niyang nanalo ito sa raffle contest ng Bud Brothers Flower Shop. Isang romantic date ang premyo at ang kuya niyang si Hunter ang napili niyang ipa-date kay Rosie. Maganda ang resulta ng pagde-date ng mga ito. Ngunit sa hindi niya maipaliwanag ng dahilan ay hindi siya natuwa na nagkakamabutihan ang mga ito. Natuklasan kasi niya na mali ang pagkakakilala niya kay Rosie. Isa pala itong kaibig-ibig na dalaga. Ah, hindi siya papayag na mapunta si Rosie kay Hunter. Di-hamak namang mas guwapo siya kaysa rito.