CUENCA INSTITUTE
SENIOR HIGH SCHOOL COMMUNITY
CUENCA, BATANGAS
English for Academic and Professional Purposes T2.1: Teaching Guide
Topic 2: READING ACADEMIC TEXT T2: Acid Plan (1st)
TOPIC / LESSON NAME READING ACADEMIC TEXT
CONTENT STANDARDS The learner acquires knowledge of appropriate reading strategies for a better understanding of academic texts
PERFORMANCE STANDARDS The learner produces a detailed abstract of information gathered from the various academic texts read
The learner would be able to:
LEARNING COMPETENCIES
Differentiate language used in academic text in various discipline
Objectives (per meeting) At the end of the lesson, the learner will be able to:
SPECIFIC LEARNING OUTCOMES Identify the different types of academic writing
Explain the specific ideas contained in various academic text
TIME ALLOTMENT 4 hours (June 18-21 2018)
Photos, videos of artwork
MATERIALS
Power Point Presentation
Wyson; English for Academic and Professional Purposes; 2016 by Vibal Group Inc.
RESOURCES 1253 G. Araneta Avenue, Quezon City
FILES%202017-2018/FIRST%20SEMESTER'S%20FILES/CG-Jhomz/SHS%20Contextualized_English%20for%20Academic
%20and%20Professional%20Purposes%20CG.pdf
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CUENCA INSTITUTE
SENIOR HIGH SCHOOL COMMUNITY
CUENCA, BATANGAS
English for Academic and Professional Purposes T2.1: Teaching Guide
Topic 2: READING ACADEMIC TEXT T2: Acid Plan (1st)
LESSON OUTLINE:
1. INTRODUCTION : Show the big picture
2. MOTIVATION : Engage in a movement activity
3. INSTRUCTION/DELIVERY : Discuss the topic for the day
4. PRACTICE : Outline for the selection
5. ENRICHMENT :
6. EVALUATION :
MEETING
PROCEDURE LEARNERS’ NEEDS
1. ACTIVITY / INTRODUCTION :
Let the students watch the video clip about academic writing.
2. MOTIVATION:
1. Ask the students to observe people talking to one another. Tell them to pay attention to the hand movements
of these people in conversation.
2. Let the students communicate to one another without using oral language. Find out how long the students can
sustain their “silent conversation.”
3. ANALYSIS / INSTRUCTION / DELIVERY : Learning Discussion
a. Background of Reading Academic Text
Reading is one skill that is put into good use everyday. As soon as we go to the kitchen and
open the cupboard to prepare our first meal for the day, we start reading the labels on the boxes and
cans found on the shelves. We pick a box of cereals and read the instructions written on the package.
With proper understanding of these directions, we can enjoy a hearty breakfast. This section aims to
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CUENCA INSTITUTE
SENIOR HIGH SCHOOL COMMUNITY
CUENCA, BATANGAS
English for Academic and Professional Purposes T2.1: Teaching Guide
Topic 2: READING ACADEMIC TEXT T2: Acid Plan (1st)
enhance the students’ skills in reading academic texts. In the earlier years the students were taught
reading strategies. These strategies can give them a better grasp of the reading texts. The first two
selections provide an account of the history of language; one discusses language development from
gestures to speech, the other gives a broad perspective of the periods in the history of the English
Language. The chronological presentation of facts can help explain how languages change through time.
The four selections that follow are a sharp contrast to the first two in terms of length. These selections
though brief, provide sufficient information on a variety of topics. The longer selections require skills
that enable the reader to determine text structures as the key to understanding meaning and gathering
information. This section also contains texts that illustrate the use of the English language in different
disciplines. The language registers as these varieties of English in the different fields of learning are
called, are distinctly shown in the selections that include the language of medicine, law, journalism, and
literature.
b. Academic writing vs. Professional writing
c. Types of Academic text
4. ABSTRACTION / PRACTICE :
Ask the students to prepare an outline of the selection.
1. Let them identify the main headings of the article.
2. Make the students list the evidence that vocal language was a development later than gesture or signed
language.
3. Prepare the following worksheet indicating the advantages and disadvantages of the speech or vocal
language, and of gesture or signed language.
SPEECH GESTURE
Advantages Disadvantages Advantages Disadvantages
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CUENCA INSTITUTE
SENIOR HIGH SCHOOL COMMUNITY
CUENCA, BATANGAS
English for Academic and Professional Purposes T2.1: Teaching Guide
Topic 2: READING ACADEMIC TEXT T2: Acid Plan (1st)
4. ENRICHMENT:
Group Activity : Let the students form a group of four, then they collaborate of what have you learned in our topic
that have discussed.
Group 1 : Graphic Organizer
Group 2 : Reflection Paper
Group 3 : Essay
Group 4 : Narrative Report
5. ASSESMENT / EVALUATION:
A. Assign students to do a research on the origin of language.
B. Ask them to comment on the different theories of language origin.
C. Let the students discuss other developments in communication (e.g., written language, electronic or
computer-mediated communication
Prepared by: Noted by:
________________________ _________________________
JHOMALYN C. ASUAR LILIA L. REMO
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