Written by: Checked by:

Gepee B. Molato T-III Eduardo S. Con-el Jr., PhD

Subject Group Head 1-D Assistant School Principal II- SHS

Approved:

MARY GRACE L. CASTILLO, PhD

Principal III
 English for Academic and Professional Purposes

Name of Learner: ________________________________ Grade/ Section: _____________________

About the Subject

English for Academic and Professional Purposes is an Applied Subject for Senior High
School. The subject is offered every first semester of the school year and is taken by all
Grade 11 learners. The main course of learning the subject lies on the following:

General Aspect

Languages play great roles in thinking. Part of our intelligence is the ability to
communicate effectively. It is a major aspect of our social life and is important in the
development of interpersonal relationships.

Academic Aspect

Education is two way communication process. Learning and understanding depends

on effective listening, reading and comprehension skills. Passing exams and getting good
result for assignments need effective written and oral communication.

Professional Aspect

Effective communication influences the quality of the product/service. The world

sees your professionalism not only through your product/service but how you communicate
throughout. Marketing product and services need effective oral and written communication.

English expands our thinking capacity. It is considered as another language to think,

imagine and argue. The great wealth of knowledge and information is in English. Thus, it is
considered the business language of the world. With English we can travel and work
anywhere in the world. It opens more opportunities for relationships, entertainment and
life’s enjoinment.

Subject Description:

 Applied Subject
 Description: The development of communication skills in
English for academic and professional purposes
 Number of Hours Required: 80 hours/ semester/ (20 weeks)
 Pre- requisite: No pre-requisite subject
 Grade Computation: Written Work 25%
Performance Task 45%
Quarterly Examination 30%
Content Standard:
The learner acquires knowledge of appropriate reading strategies for a better
understanding of academic texts.
Performance Standard:

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 English for Academic and Professional Purposes

The learner produces a detailed abstract of information gathered from the various
academic texts read.

Most Essential Learning Competency:

The learner uses knowledge of text structure to glean the information needed

Task 1: PRETEST
Read the questions carefully. Answer the questions by choosing the letter of the
correct answer. Write your answer beside the number.

1. What do you call to the general plan of ideas of what you are going to write?
A. Abstract B. Summary C. Outline D. Research
2. What is referred to as the process of taking larger selections of text and reducing them
to bare essentials?
A. Abstract B. Summary C. Outline D. Research
3. A short self contained powerful summary of an article or paper is called…
A. Abstract B. Summary C. Outline D Research
4. Which is true about a summary?
A. A summary is a collection of quotes and explained details
B. A summary does not contain an introductory statement
C. A summary should only contain the idea of the original text
D. A summary must contain the thesis of the text in a form of the original text
5. Which action should be done in writing a summary?
A. Write long enough to convey the gist. B. Write down in complete
sentences.
C. Focus on details of the text. D. Break down the larger ides.
6. What should be the best technique when you are going to take the main idea of the
paragraph in a short period of time?
A. Summarize B. Outline C. Skim D. Scan
7. _____________________ is constructed when affix is added to the root word.
A. Signal Words B. Derivatives C. Original Words D. Keywords
8. When you do scanning, what are you looking for?
A. Keywords B. Sections C. Headings D. Thesis Statement
9. Which of the following prefix means not or undo?
A. En B. De C. Im D. tic
10. A derivative that is usually place in the middle of the word is __________________________.
A. Suffix B. Infix C. Prefix D. Midfix

Task 2: Reading Analysis

Read the lessons carefully and answer questions that follow and perform activities
given.

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 English for Academic and Professional Purposes

READING AND SUMMARIZING

What is summarizing?

Summarizing is how we take larger selections of text and reduce them to their bare
essentials: the gist, the key ideas, the main points that are worth noting and remembering.
It is simply making a reading material shorter by mentioning only what is important.

What do we do when we summarize?

 We remove the extra words and examples and we only focus on the heart of the
matter, only what is important.

 We try to find the key words and phrases that, when uttered later, still manage to
capture the gist of what we've read.

 We are trying to capture the main ideas and the important details necessary for
supporting them.

Common Mistakes in Summarizing

 Writing down everything

 Writing down next to nothing
 Writing complete sentences
 Writing way too much
 Not write enough
 Copying word for word

What should be done?

 Pull out main ideas

 Focus on key details
 Use key words and phrases
 Break down the larger ideas
 Write only enough to convey the gist
 Take short but complete notes

Go with the newspaper mantra: use the key words or phrases to identify only
 Who, What, When, Where, Why, and How.

Activity 1: Summarizing Selection

Read the selection entitled, The Story of an Hour. Summarize the story using the
newspaper mantra. Identify who are the characters, what is the story all about,
where and when did the story happen and how the story goes. Write your summary
in the space provided after the selection.

The Story of An Hour

by Kate Chopin
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 English for Academic and Professional Purposes

Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to
break to her as gently as possible the news of her husband's death.

It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in
half concealing. Her husband's friend Richards was there, too, near her. It was he who had
been in the newspaper office when intelligence of the railroad disaster was received, with
Brently Mallard's name leading the list of "killed." He had only taken the time to assure
himself of its truth by a second telegram, and had hastened to forestall any less careful,
less tender friend in bearing the sad message.

She did not hear the story as many women have heard the same, with a paralyzed inability
to accept its significance. She wept at once, with sudden, wild abandonment, in her sister's
arms. When the storm of grief had spent itself she went away to her room alone. She would
have no one follow her.

There stood, facing the open window, a comfortable, roomy armchair. Into this she
sank, pressed down by a physical exhaustion that haunted her body and seemed to reach
into her soul.

She could see in the open square before her house the tops of trees that were all
aquiver with the new spring life. The delicious breath of rain was in the air. In the street
below a peddler was crying his wares. The notes of a distant song which someone was
singing reached her faintly, and countless sparrows were twittering in the eaves.

There were patches of blue sky showing here and there through the clouds that had
met and piled one above the other in the west facing her window.
She sat with her head thrown back upon the cushion of the chair, quite motionless, except
when a sob came up into her throat and shook her, as a child who has cried itself to sleep
continues to sob in its dreams.

She was young, with a fair, calm face, whose lines bespoke repression and even a
certain strength. But now there was a dull stare in her eyes, whose gaze was fixed away off
yonder on one of those patches of blue sky. It was not a glance of reflection, but rather
indicated a suspension of intelligent thought.

There was something coming to her and she was waiting for it, fearfully. What was
it? She did not know; it was too subtle and elusive to name. But she felt it, creeping out of
the sky, reaching toward her through the sounds, the scents, the color that filled the air.

Now her bosom rose and fell tumultuously. She was beginning to recognize this thing
that was approaching to possess her, and she was striving to beat it back with her will--as
powerless as her two white slender hands would have been. When she abandoned herself a
little whispered word escaped her slightly parted lips. She said it over and over under the
breath: "free, free, free!" The vacant stare and the look of terror that had followed it went
from her eyes. They stayed keen and bright. Her pulses beat fast, and the coursing blood
warmed and relaxed every inch of her body.

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 English for Academic and Professional Purposes

She did not stop to ask if it were or were not a monstrous joy that held her. A clear
and exalted perception enabled her to dismiss the suggestion as trivial. She knew that she
would weep again when she saw the kind, tender hands folded in death; the face that had
never looked save with love upon her, fixed and gray and dead. But she saw beyond that
bitter moment a long procession of years to come that would belong to her absolutely. And
she opened and spread her arms out to them in welcome.

There would be no one to live for during those coming years; she would live for
herself. There would be no powerful will bending hers in that blind persistence with which
men and women believe they have a right to impose a private will upon a fellow-creature.
A kind intention or a cruel intention made the act seem no less a crime as she looked upon
it in that brief moment of illumination.

And yet she had loved him--sometimes. Often she had not. What did it matter! What
could love, the unsolved mystery, count for in the face of this possession of self-assertion
which she suddenly recognized as the strongest impulse of her being!
"Free! Body and soul free!" she kept whispering.

Josephine was kneeling before the closed door with her lips to the keyhole, imploring
for admission. "Louise, open the door! I beg; open the door--you will make yourself ill. What
are you doing, Louise? For heaven's sake open the door."

"Go away. I am not making myself ill." No; she was drinking in a very elixir of life through
that open window.

Her fancy was running riot along those days ahead of her. Spring days, and summer
days, and all sorts of days that would be her own. She breathed a quick prayer that life
might be long. It was only yesterday she had thought with a shudder that life might be
long.

She arose at length and opened the door to her sister's importunities. There was a
feverish triumph in her eyes, and she carried herself unwittingly like a goddess of Victory.
She clasped her sister's waist, and together they descended the stairs. Richards stood
waiting for them at the bottom.

Someone was opening the front door with a latchkey. It was Brently Mallard who
entered, a little travel-stained, composedly carrying his grip-sack and umbrella. He had
been far from the scene of the accident, and did not even know there had been one. He
stood amazed at Josephine's piercing cry; at Richards' quick motion to screen him from the
view of his wife.

When the doctors came they said she had died of heart disease--of the joy that kills.

My Summary of the Story of an Hour

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 English for Academic and Professional Purposes

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SKIMMING AND SCANNING
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 English for Academic and Professional Purposes

Let’s Practice!

Allow yourself to be timed while reading the selection. Read the selection in one minute
and try to answer the questions that follow.

John Walker was a British chemist and inventor. Walker mixed some chemicals with a stick
then he scraped the stick on the floor to remove the chemicals. As he scraped the stick, it
burst into flames. This gave Walker the idea of making matches. Walker’s matches were
first sold in 1827.

What does the passage mainly tell about?

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How matches were invented?
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Skimming quickly identifies main ideas of a text. Skimming is 3 to 4 times faster regular
reading. It is used when there is a lot of material and a short amount of time. In skimming
one skip the details over, quickly identify main points and perform speed reading.

How to Skim?
• Read the first and last paragraph
• Read headings, subheadings, titles, subtitles, and illustrations
• Read the first sentence of every paragraph
• Skimming works well with dates, names and places
• Notice any pictures, charts, or graphs and any italicized or boldface words or phrases

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 English for Academic and Professional Purposes

You could have read through the whole piece of text until you found the answer. A quicker
way would be to find the keywords in the question – in this case ‘father’ and ‘mother’ –
then run your eyes down the text, flicking them from left to right, until you found the same
(or similar) words in the article.

If all you want is one piece of information, skimming can be a time-saving device.

I find it’s especially

useful when you’re
researching
something and you
DERIVATION

don’t
Derivative words are constructed want
when affix toto the
is added have
root word:
• Prefix is put before the root words
• Infix is put in the middleto read whole
of root words
• Suffix is put at the end of the root words
pages on a subject
Derivative words have different part of speech from the root words.
just to get a few
Suffix: pieces of
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information!
 English for Academic and Professional Purposes

Activity 2: Suffix
Finish the table of suffixes below. Follow and make the word based on the table
above.

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 English for Academic and Professional Purposes

Prefix

Activity 3: Derivatives
Using a dictionary, a thesaurus or the internet, find the meaning of the following
words and use it in the sentence.

1. Unbelievable- _______________________________________________________________________
_____________________________________________________________________________________
2. Prehistoric- _________________________________________________________________________
_____________________________________________________________________________________
3. Uncertainty- ________________________________________________________________________
_____________________________________________________________________________________
4. Readjustment- ______________________________________________________________________
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5. Dissimilar- __________________________________________________________________________
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6. Dishonorable- _______________________________________________________________________
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7. Irremovable- ________________________________________________________________________
_____________________________________________________________________________________
8. Impoliteness- _______________________________________________________________________
_____________________________________________________________________________________
9. Predetermination- ___________________________________________________________________
_____________________________________________________________________________________
10.Misleading- _________________________________________________________________________
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 English for Academic and Professional Purposes

Task 3: POST TEST

Read the questions carefully. Answer the questions by choosing the letter of the
correct answer. Write your answer beside the number.

1. What do you call to the general plan of ideas of what you are going to write?
A. Abstract B. Summary C. Outline D. Research

2. What is referred to as the process of taking larger selections of text and reducing them
to bare essentials?
A. Abstract B. Summary C. Outline D. Research

3. A short self contained powerful summary of an article or paper is called…

A. Abstract B. Summary C. Outline D Research

4. Which is true about a summary?

A. A summary is a collection of quotes and explained details
B. A summary does not contain an introductory statement
C. A summary should only contain the idea of the original text
D. A summary must contain the thesis of the text in a form of the original text

5. Which action should be done in writing a summary?

A. Write long enough to convey the gist. B. Write down in complete
sentences.
C. Focus on details of the text. D. Break down the larger ides.

6. What should be the best technique when you are going to take the main idea of the
paragraph in a short period of time?
A. Summarize B. Outline C. Skim D. Scan

7. _____________________ is constructed when affix is added to the root word.

A. Signal Words B. Derivatives C. Original Words D. Keywords

8. When you do scanning, what are you looking for?

A. Keywords B. Sections C. Headings D. Thesis Statement

9. Which of the following prefix means not or undo?

A. En B. De C. Im D. tic

10. A derivative that is usually place in the middle of the word is __________________________.
A. Suffix B. Infix C. Prefix D. Midfix

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 English for Academic and Professional Purposes

Task 4: Write your reflections /insights in this week’s lesson.

What have I learned from this week’s module?

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Where can I apply the lessons I have learned this week?
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Which part of the lesson I consider to be more important and which is less important?
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