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CENTRAL COLLEGES OF THE PHILIPPINES

SENIOR HIGH SCHOOL
COURSE SYLLABUS (S.Y. 2017-2018)

Grade: 12 Semester: 1st Semester, SY 2017-2018

Core Subject Title: English for Academic and Professional Purposes No. of Hours/Semester: 80 hours/semester
Pre-requisite (if needed):
Subject Description: The development of communication skills in English for academic and professional purposes.

CONTENT STANDARD: The learner acquires knowledge of appropriate reading strategies for a better understanding of academic texts
PERFORMANCE STANDARD: The learner produces a detailed abstract of information gathered from the various academic texts read
TEACHING-
TIME
CONTENT LEARNING COMPETENCIES LEARNING OUTCOMES LEARNING ASSESSMENT
ALLOTMENT
ACTIVITIES
The learner The learner should be able to… Small group-
differentiated
Reading Academic Texts 1. determines the structure  name various types of text structures tasks, lecture,
(Weeks 1 to 3) of a specific academic discussion,
text  definition/elucidation question and
 description answer, audio-
 recount of a sequence visual
 cause-effect presentation
 problem-solution
 comparison and contrast
 enumeration
 classification
 thesis-evidence

 classify the structure of a specific

academic text

 write an example text using one of the

structures

2. differentiates language used  differentiate language features in texts Small group-

in academic texts from various across disciplines (what differs a differentiated
disciplines business text from others?) tasks, lecture,
discussion,
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 value the exchange of ideas with a question and

partner/group mates regarding answer, audio-
assigned text visual
presentation

3. explains the specific ideas  determine the topic and main idea of Small group-
contained in various academic business texts differentiated
texts  explain the main idea of a business tasks, lecture,
text in their own words discussion,
question and
answer, audio-
visual
presentation

4. uses knowledge of text  explain the function of paragraphs in a Small group-

structure to glean the longer text in order to write coherent differentiated
information he/she needs summaries tasks, lecture,
discussion,
question and
answer, audio-
visual
presentation

5. uses various techniques in  identify various techniques in Small group-

summarizing a summarizing different business texts differentiated
variety of academic texts tasks, lecture,
discussion,
question and
answer, audio-
visual
presentation

6. states the thesis statement of  define a thesis statement Small group-

an academic  give the thesis statement of a business differentiated
text text tasks, lecture,
discussion,
question and
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answer, audio-
visual
presentation

7. paraphrases/ explains a text  explain a business text in one’s own Small group-
using one’s own words words differentiated
tasks, lecture,
discussion,
question and
answer, audio-
visual
presentation

8. outlines reading texts in  apply appropriate text mapping Small group-

various disciplines strategies and outlining differentiated
tasks, lecture,
discussion,
question and
answer, audio-
visual
presentation

9. summarizes the content of an  summarize and paraphrase Small group-

academic text paragraphs differentiated
tasks, lecture,
discussion,
question and
answer, audio-
visual
presentation

10. writes a  write a summary of a business text Small group-

précis/abstract/summary of using one’s own words differentiated
texts tasks, lecture,
in the various disciplines discussion,
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question and
answer, audio-
visual
presentation

CONTENT STANDARD: The learner understands the principles and uses of a reaction paper/ review/ critique
PERFORMANCE STANDARD: The learner produces an objective assessment of an event, a person, a place or a thing.
Writes a comprehensive review /reaction paper
 Performance Arts, Play, Dance, Sports, etc.
 Film
 Participation in a religious or community festival
 Art Exhibit
Critiques designs such as industrial design objects or craft objects, furniture, fashion designs based on a set criteria
Critiques graphic design communication materials such as posters, billboards, commercials, digital and other media
TEACHING-
CONTENT LEARNING COMPETENCIES LEARNING OUTCOMES LEARNING ASSESSMENT TIME ALLOTMENT
ACTIVITIES
 give opinions based Small group-
from facts differentiated
tasks, lecture,
The Learner… discussion,
question and
Writing the Reaction Paper/Review/ 1. Forms opinions based on facts answer, audio-
Critique visual
(Weeks 4 to 6) presentation

 determine ways in Small group-

citing sources to differentiated
support claims tasks, lecture,
2. cites specific sources to  apply proper citation is discussion,
support claims supporting claims question and
answer, audio-
visual
presentation
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 present ideas by group Small group-

differentiated
tasks, lecture,
discussion,
3. presents ideas convincingly
question and
answer, audio-
visual
presentation

4. uses the appropriate language  use business language Small group-

for a specific discipline differentiated
tasks, lecture,
discussion,
question and
answer, audio-
visual
presentation

 write a review Small group-

containing a contrary differentiated
reaction to a specific tasks, lecture,
topic discussion,
5. raises legitimate, contrary
question and
views in an appropriate manner
answer, audio-
visual
presentation

6. uses appropriate critical  determine critical Small group-

approaches* in writing a approaches in writing differentiated
critique such as formalism,  use appropriate critical tasks, lecture,
feminism, etc. approaches in writing discussion,
reviews question and
answer, audio-
visual
presentation
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Small group-
differentiated
tasks, lecture,
discussion,
question and
answer, audio-
visual
presentation

 identify principles of Small group-

writing effective reviews differentiated
and critiques tasks, lecture,
 use the principles in discussion,
7. applies the principles of writing writing a review/critique question and
effective reviews and critiques answer, audio-
visual
presentation

 write a critique of a Small group-

specific event/program differentiated
tasks, lecture,
discussion,
8. writes an objective/balanced
question and
review or critique of a work of
answer, audio-
art, an event or a program
visual
presentation

CONTENT STANDARD: The learner understands the principles and uses of a concept paper.
PERFORMANCE STANDARD: The learner produces a well-balanced concept paper in a specific discipline.
TEACHING-
CONTENT LEARNING COMPETENCIES LEARNING OUTCOMES LEARNING ASSESSMENT TIME ALLOTMENT
ACTIVITIES
The Learner…  define a concept Small group-
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Writing Concept Paper paper differentiated

(Weeks 7 to 10) 1. defines what a concept paper  identify the parts of tasks, lecture,
Exam is a concept paper discussion,
question and
answer, audio-
visual
presentation

 identify the Small group-

rhetorical strategies differentiated
and paragraph tasks, lecture,
2. determines the ways a writer organization in an discussion,
can elucidate on a concept by extended definition question and
definition, explication and answer, audio-
clarification visual
presentation

 give scenarios Small group-

where a concept differentiated
paper can be tasks, lecture,
3. identifies situations in which a effectively used in discussion,
concept paper may be the field of business question and
effectively used to improve our answer, audio-
society visual
presentation

 identify different Small group-

types of concept differentiated
papers tasks, lecture,
discussion,
4. comprehends various kinds of question and
concept papers answer, audio-
visual
presentation
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5. explains and clarifies concepts  enumerate

in fields such as: concepts/jargons in
a. Art the field of business
b. Business  explain concepts in
c. Law the field of business
d. Philosophy
e. Politics
f. Religion
g. Science
h. Sports
i. TechVoc
 Home Economics
 Agri. fishery
 I.A
 ICT
 write a concept Small group-
paper related to the differentiated
field of ABM tasks, lecture,
6. presents a novel concept or  present the concept discussion,
paper in a business- question and
project with accompanying
like manner answer, audio-
visuals/ graphic aids
visual
presentation

CONTENT STANDARD: The learner understands the principles and uses of a position paper.
PERFORMANCE STANDARD: The learner presents a convincing position paper based on properly cited factual evidence.
TEACHING-
CONTENT LEARNING COMPETENCIES LEARNING OUTCOMES LEARNING ASSESSMENT TIME ALLOTMENT
ACTIVITIES
Writing the Position Paper The Leaner…  define a position Small group-
(Weeks 11 to 14) paper differentiated
1. defines what a position paper is  identify the parts of tasks, lecture,
a position paper discussion,
question and
answer, audio-
visual
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presentation

2. identifies situations in which a  give scenarios in Small group-

position paper may be which a position differentiated
effectively used in our present paper can be tasks, lecture,
society effectively used in discussion,
our present society question and
answer, audio-
visual
presentation

3. gathers manifestoes and  define a manifesto Small group-

analyzes the arguments used  analyze arguments differentiated
by the writer/s used by the writers tasks, lecture,
discussion,
question and
answer, audio-
visual
presentation

4. defends a stand on an issue by  present reasonable Small group-

presenting reasonable arguments differentiated
arguments supported by regarding an issue tasks, lecture,
properly cited factual evidences in the field of discussion,
business question and
 defend a stand answer, audio-
regarding an issue visual
presentation

5. writes various kinds of position  identify different Small group-

papers types of position differentiated
papers tasks, lecture,
 write various kinds discussion,
of position papers question and
answer, audio-
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visual
presentation

CONTENT STANDARD: The learner understands the principles and uses of surveys, experiments and scientific observations.
PERFORMANCE STANDARD: The learner produces a well-written report for various disciplines.
TEACHING-
CONTENT LEARNING COMPETENCIES LEARNING OUTCOMES LEARNING ASSESSMENT TIME ALLOTMENT
ACTIVITIES
Writing the Report Survey/ Field The Learner…  determine different Small group-
Report Laboratory/ Scientific types of reports differentiated
Technical Report* 1. determines the objectives and  identify the parts of tasks, lecture,
(Weeks 15 to 20) structures of various kinds of various reports discussion,
Exam reports question and
answer, audio-
visual
presentation

 design survey Small group-

questionnaires differentiated
 tests survey tasks, lecture,
questionnaires discussion,
2. designs, tests and revises  revise survey question and
survey questionnaires* questionnaires answer, audio-
visual
presentation

3. conducts surveys, experiments  conduct a survey Small group-

or observations* differentiated
tasks, lecture,
discussion,
question and
answer, audio-
visual
presentation
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4. gathers information from  extract information Small group-

surveys, experiments, or from conducted differentiated
observations* survey tasks, lecture,
discussion,
question and
answer, audio-
visual
presentation

5. disseminates written forms of  write a narrative Small group-

information from surveys, report based from differentiated
experiments or observations* the survey tasks, lecture,
conducted discussion,
question and
answer, audio-
visual
presentation

6. summarizes findings and  analyze survey Small group-

executes the report through findings differentiated
narrative and visual/graphic  create tasks, lecture,
forms visual/graphic discussion,
presentations of the question and
findings answer, audio-
visual
presentation

7. writes various reports  write a report survey Small group-

differentiated
tasks, lecture,
discussion,
question and
answer, audio-
visual
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presentation