SCHOOL Dupax Del Sur National High School GRADE LEVEL Grade 11

GRADES 1 TO 12 TEACHER Kimberley S. Bautista LEARNING AREA English for Academic and
DAILY LESSON LOG Professional Purposes
TEACHING DATES AND TIME November 4-8, 2019 QUARTER Third/ Week 1

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I.OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies.
These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable to
find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A.Content Standards
B.Performance Standards
C.LearningCompetencies/Objectives
Write the LC Code for each
The learner acquires knowledge of appropriate reading strategies for a better understanding of academic texts
The learner produces a detailed abstract of information gathered from the various academic texts read
CS_EN11/12A-EAPP-Ia-c-1 CS_EN11/12A-EAPP-Ia-c-1 CS_EAPP-Ia-c-3 CS_EAPP-Ia-c-3
determines the structure determines the structure of a explains the specific ideas explains the specific ideas
of a specific academic text specific academic text contained in various academic contained in various academic
CS_EN11/12A-EAPP-Ia-c-1 CS_EN11/12A-EAPP-Ia-c-1 2. texts texts
2. differentiates language differentiates language used CS_EN11/12A-EAPP-Ia-c-4 uses CS_EN11/12A-EAPP-Ia-c-4 uses
used in academic texts in academic texts from knowledge of text structure to knowledge of text structure to
from various disciplines various disciplines glean the information he/she glean the information he/she
needs needs

II.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in
a week or two.
READING ACADEMIC READING ACADEMIC TEXTS READING ACADEMIC TEXTS READING ACADEMIC TEXTS
TEXTS From Hand to Mouth A Brief History of English

III.LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
there is a mix of concrete and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.

A. References English for Academic and
Professional Purposes
Jessie Saraza Barrot, PhD.
et.al.
English for Academic and
Professional Purposes
English for Academic and
Professional Purposes Jessie
Saraza Barrot, PhD. et.al.
English for Academic and
Professional Purposes Reader
English for Academic and
Professional Purposes Jessie
Saraza Barrot, PhD. et.al.
English for Academic and
Professional Purposes Reader
English for Academic and
Professional Purposes Jessie
Saraza Barrot, PhD. et.al.
English for Academic and
Professional Purposes Reader
 Reader
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources

IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by
providing students with multiple ways to learn new things, practice their learning processes, and draw conclusions about what they learned in
relation to their life experiences and previous knowledge, indicate the time allotment for each step.

A. Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the
lesson
C.Presenting examples/instances of
the new lesson
The teacher presents the
curriculum guide in class
for students to get an
overview of the course.
The teacher lay down
examples of Academic
Paper and Non-Academic
one.
Ask:
Which do you prefer to
read if give the chance to
read? Why?
The teacher shows sample
successful studies about
behaviour of students in
reading academic text.
The students will play the
game who wants to be a
millionaire in answering
queries in relation to the
previous lesson.
The teacher will present list
of technical vocabularies
used in specific fields of
discipline.
Ask:
Who among you is very much
familiar with the technical
terms in listed respectively?
Does it interest you to know
their meanings?
The students will watch a video
clip of two people talking and will
be asked to observe hand
movements.
The students will communicate
without using oral language and
will try to sustain silent
conversation.
The students will read the text
From Hand to Mouth.
The students will report in class
their research on the origin of
language.
The teacher will let the students
watch a video clip of the origin
of language.
The students will look up words
from the dictionary as listed by
the teacher.
D.Discussing new concepts and
practicing new skills #1
E.Discussing new concepts and
practicing new skills #2
F.Developing mastery
(Leads to formative assessment)
G.Finding practical/applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
The teacher will discuss
Academic text and its
structures.
The students will play a
game grouping list of
papers/output according to
whether it is considered as
academic or non-academic
text.
Based on the previous
game, the students will
complete a Venn diagram
comparing Academic and
Non-academic texts.
Ask:
Why is it important that
Grade 11 students know
Academic texts? How will
this be useful in their
endeavour as Practical
research students?
Ask:
What makes an Academic
text?
Students will have a ten-
The teacher will present
various discipline which
require specific type of
language.
The teacher will also discuss
appropriate languages
expected in academic texts in
various disciplines.
The student will game in
identifying whether the
sentences/text that the
teacher presents is accepted
in the academe.
Ask:
When an engineer uses his
jargon, highfalutin and
technical terms in speaking
with the informal settlers to
convince them to leave their
respective homes before any
demolition occurs, the
community reacted violently
and told the engineer how
arrogant he is. Why is this
so?
Ask:
Why is it essential to use a
language that is appropriate
to a field of discipline?
TVL: The students will narrate The report will be considered as
The students will be grouped into
3 and will list in a diagram the
advantages and disadvantages of
speech and advantages and
disadvantages of gesture.
Each group will present their
findings in class.
The students will be assigned to
do research on the origin of
language.
With your experience in doing
the silent conversation, would it
be helpful to use silent
conversation on a day to day
basis?
Were you able to consider how it
‘must be difficult for our mute
brothers and sisters?
Complete the statement:
Speech and Gesture is
__________________________
The students will be grouped
and to study the text, A Brief
History f English.
The students will report in class
the findings of the History of
English that they have traced.
The students will be given
Filipino adopted words and will
research their origins and will
present how they became part
of local languages.
Why is it important to know the
etymology of words.
Complete the statement”:
Language
is____________________
English is __________________
 item true or false activity the procedures of one of the an evaluation.
to validate learning. recipes/device they have
developed.
ABM: The students are task
to write a short narrative of
their impression in their
chosen track.
GAS: The students are task to
write a short narrative of
their impression in their
chosen track.
J.Additional activities for application
or remediation

V.REMARKS
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else
needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
meet them, you can ask relevant questions.
A.No. of learners who earned 80% of
the formative assessment
B.No. of learners who require
additional activities to remediation
C.Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D.No. of learners who continue to
require remediation
E.Which of my teaching strategies
worked well? Why did these work?
F.What difficulties did I encounter
which my principal or supervisor can
help me solve?
G.What innovation or localized
material did I use/discover which I
wish to share with other teachers?

Prepared by
KIMBERLEY S. BAUTISTA
Teacher I

Checked AILEEN M. FELIX AILEEN M. FELIX AILEEN M. FELIX AILEEN M. FELIX

MT-I, Com. Arts MT-I, Com. Arts MT-I, Com. Arts Department MT-I, Com. Arts Department
Department Head Department Head Head Head