CUENCA INSTITUTE

SENIOR HIGH SCHOOL COMMUNITY

CUENCA, BATANGAS

English for Academic and Professional Purposes T4.1: Teaching Guide

Topic 4: SUMMARY AND PARAPHRASING OF ACADEMIC TEXT T4: Acid Plan (1st)

TOPIC / LESSON NAME SUMMARY AND PARAPHRASING OF 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  Summarize the content of an academic text
 Paraphrase or explain a text using your own words

Objectives (per meeting) At the end of the lesson, the learner will be able to:
SPECIFIC LEARNING OUTCOMES  Use various techniques in summarizing a variety of academic texts
 Write an abstract or a summary of texts in various discipline

TIME ALLOTMENT 4 hours (July 23-26, 2018)

Photos, videos, visual aids, flash cards

MATERIALS
Power Point Presentation

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 CUENCA INSTITUTE
SENIOR HIGH SCHOOL COMMUNITY
CUENCA, BATANGAS

English for Academic and Professional Purposes T4.1: Teaching Guide

Topic 4: SUMMARY AND PARAPHRASING OF ACADEMIC TEXT T4: Acid Plan (1st)

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

LESSON OUTLINE:
1. INTRODUCTION : Highlight key concepts and identify the essential questions
2. MOTIVATION : Show a big picture (Art of Questioning)
3. INSTRUCTION/DELIVERY : Discussion of critical approaches through “Jigsaw”
4. PRACTICE : Provide easy-medium-hard questions
5. ENRICHMENT : Allow students to have a small group
6. EVALUATION : Supply a diverse questions bank for written work and exercise

MEETING
PROCEDURE LEARNERS’ NEEDS

1. ACTIVITY / INTRODUCTION :
Try to recall one of the novels or short stories you discussed in one of your previous classes in English;
your class should choose only one selection out of several you tackled throughout your school life. And then, on
a separate sheet of paper, try to rewrite the story using your own words. Do not attempt to look at the reference
selection while you are working on this activity

2. MOTIVATION :
Let the students analyze the two pictures that the teacher posted on the projector.
A B
a. In pic A, what details need to go into a summary of this painting?
b. Pic A, what details can be left out?

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 CUENCA INSTITUTE
SENIOR HIGH SCHOOL COMMUNITY
CUENCA, BATANGAS

English for Academic and Professional Purposes T4.1: Teaching Guide

Topic 4: SUMMARY AND PARAPHRASING OF ACADEMIC TEXT T4: Acid Plan (1st)

c. In pic B, what is going on in this photograph?

d. Pic B, what information needs to be included in a summary?

3. ANALYSIS / INSTRUCTION / DELIVERY : “JIGSAW”

The class will be divided into two groups and will be given a topic which they will discuss among
themselves.
Group1 Summarizing
Group 2 Paraphrasing

After the group discussion the students will form new groups composed of one member each from the
previous groups. They will now share their knowledge on the differences of the two assigned to their new
group mates.

4. ABSTRACTION / PRACTICE :
Let the students answer the following questions. Summarizing nursery rhymes.
Directions: a. We will read each nursery rhyme
b. Summarize the nursery rhyme in as few words as possible.
c. Include key information.
d. We will discuss our answer

5. ENRICHMENT:
The students will summarize “Mercury Pollution” and “Hormones in the Body”
1. Write short summary for each numbered paragraph and synthesize.
2. After the title, write the thesis statement.

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 CUENCA INSTITUTE
SENIOR HIGH SCHOOL COMMUNITY
CUENCA, BATANGAS

English for Academic and Professional Purposes T4.1: Teaching Guide

Topic 4: SUMMARY AND PARAPHRASING OF ACADEMIC TEXT T4: Acid Plan (1st)

6. ASSESMENT / EVALUATION:
A. Write the summary about the SONA 2018 of our President.
B. Search what is critical approach. What are the types of critical approaches? Define each.

Prepared by: Noted by:

________________________ _________________________
JHOMALYN C. ASUAR LILIA L. REMO

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