English for Academic

and Professional
Purposes
First Quarter – Module 1:
Reading Academic Text
English for Academic and Professional Purposes
Alternative Delivery Mode
Quarter 1 – Module 1: Reading Academic Text
First Edition, 2020

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English for Academic
and Professional
Purposes
First Quarter – Module 1:
Reading Academic Text
Introductory Message
For the facilitator:

Welcome to Module 1 of the English For Academic Professional Purposes Grade 12

Supplementary Learning Materials on Lesson 1: Reading Academic Text

This module has a broad goal of developing the communicative competence of Senior
High School students in English. The activities or the worktext aims to consolidate the skills and
knowledge needed by the SHS to perform well in their studies in particular and in their lives in
general.

The particular thrust of this resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their needs and
circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This module is developed in various ways, particularly
in facilitating DepEd programs and mode of teaching.

As a facilitator you are expected to response to the challenge of Department of Education-

through the 2002 Basic Education Curriculum and adhere to the Ideals of the DepED program
for the mastery of the basic skills and the holistic development of the student

For the learner:

Welcome to Module 1 of the English for Academic Professional Purposes Grade 12

the Supplementary Reading Materials on Lesson 1 : Reading Academic Text.

SHS student, like you, face a variety of writing task as you work toward your chosen
degrees. Practice is self-explanatory. You are given exercises to put the skill objective into
practice. Practical, challenging and out of school situations are created to allow you to apply the
skills being developed.

Always remember that you have the gift of education to make living life more meaningful.
Never take this gift for granted. Think of communication as an art that you must continuously
learn, practice and nurture.

This module has the following parts and corresponding icons:

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 What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to check

what you already know about the lesson to take. If
you get all the answers correct (100%), you may
decide to skip this module.

What’s In This is a brief drill or review to help you link the

current lesson with the previous one.

What’s New In this portion, the new lesson will be introduced to

you in various ways such as a story, a song, a
poem, a problem opener, an activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent practice

to solidify your understanding and skills of the
topic. You may check the answers to the exercises
using the Answer Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process what
you learned from the lesson.

What I Can Do This section provides an activity which will help

you transfer your new knowledge or skill into real
life situations or concerns.

Assessment This is a task which aims to evaluate your level of

mastery in achieving the learning competency.

Additional Activities In this portion, another activity will be given to you

to enrich your knowledge or skill of the lesson
learned. This also tends retention of learned
concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing this

module.

The following are some reminders in using this module:

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 1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module is designed and is written in support to align with the Most
Essential Learning Competencies, MELCs, crafted to streamline the K to 12
Curriculum to deliver education while ensuring the health and safety of and learners
and the educators in this time of “New Normal”.

This module acknowledged the importance of the academic language.

Students who master academic language are more likely to be successful in academic
and professional settings. Students who do not learn academic language may struggle
academically be at a higher risk of dropping out of school

The language used recognized the diverse vocabulary level of students. The
lessons are arranged to follow the standard sequence of the course. But the order in
which you read them can be changed.

The first topic in this module is about Reading Academic Text.

Students are expected to differentiate language used in academic texts from various
disciplines .CS_EN11/12A-EAPP-Ia-c-4

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 What I Know

Oral Language as a Vehicle for Promoting Academic Language Development

Activity Check: Oral academic language

1. You have to practice these expressions in pairs before doing an oral
presentation.

“The topic of my presentation is…”

“ First, I will provide some background information”

“In conclusion…”

“Are there any questions?”

I. Practicing Written/ Oral Academic Language

You make an extemporaneous type of delivery by jotting down example outlines and
be ready to speak in front of others by telling them academic words and grammatical
features that would be used in a presentation.
➢ “The topic of my presentation is…”

➢ “ First, I will provide some background information”

➢ “In conclusion…”

➢ “Are there any questions?”

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 Lesson
Language in Academic Text
1
Academic texts include concepts and theories that are related to the specific discipline.
They usually exhibit all the properties of a well-written text, organization, unity,
coherence and cohesion, as well as strict adherence to rules of language use and
mechanics.
Academic and Non-academic

 Academic articles are written by professionals in a given field. They are edited
by the authors' peers and often take years to publish. Their language is formal
and will contain words and terms typical to the field. The authors name will be
present, and their credentials. There will be a list of references that indicate
where the author obtained the information s/he is using in the article.

This article is considered academic because the language is very formal and
genre specific, there are two authors and their credentials listed (these are
found at the end of the article), and most importantly there is a list of references.

Design and Education for Sustainability

One of the emerging questions of the Design and System Innovation for
Sustainability (DIS) Research Unit (Politecnico di Milano) is, "What is the
potential for design educators to contribute to the development of sustainable
socio-technical systemic ideas and concepts?".

This question was explored within the faculty of design through an experimental
approach to education, by introducing into the curricula, a special education
format for advanced research issues, i.e. a design exercise on "Sustainable
products-service systems (PSS) design for all." This issue is a world-wide, new
front of the research, in which the PSS is proposed as a promising "lighter" path
towards sustainable development in both industrialized and emerging contexts.

A complementary and inevitable need to follow this experimental education

approach has been the creation of the relationships among researchers and
professors from these contexts, in order to lay the foundation for a multilateral
learning process and knowledge exchange. These relationships have led to the
birth of an informal international network, named DECOS, which stands for
campus network on Design in Emerging Contexts for Sustainability.
Sustainability (New Insights for Education. Kathleen Kevany, Donald Huisingh
and Francisco J. Lozano García)

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  Non-Academic articles are written for the mass public. They are published
quickly and can be written by anyone. Their language is informal, casual and
may contain slang. The author may not be provided and will not have any
credentials listed. There will be no reference list. This article would be non-
academic because the language is very casual and includes some examples
of slang, there is an author, but they chose to write anonymously and so there
are no credentials provided for him, and no references were included to show
where the author obtained his information.

Marketing News’ Writer’s Rules

Marketing News, a biweekly business newspaper, brings its readers everything
that's new in marketing. Typical subscribers are well-educated marketing
executives, marketing managers, marketing researchers, and marketing
educators. Most have at least a master's degree.

Unsolicited manuscripts are welcome, although submission is always on

speculation. Most articles run as part of our coverage of "special focus" topics
and are selected for specific issues.

When articles are rejected, it's usually because we've already covered the
material or because the article essentially pitches the author's product or
services rather than focusing on trends and issues of interest to marketers in
general.

Academic Description
Track

Articles Published in scholarly journals, this type of academic text offers

results of research and development that can either impact the
academic community or provide relevance to nation-building.

Conference These are papers presented in scholastic conference, and may be

papers revised as article for possible publication in scholarly journals.

Reviews These provide evaluation or reviews of works published in

scholarly journals.

Theses, These are personal researches written by candidates from different

tracks for a college or university degree.
Dissertations

Sample of Information systems collects, organize. store, process or retrieve

research in and display information in different formats (text. video, and voice),

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 Information Information technology allows very fast. automated manipulation of
Technology digital data and their transformation from and to analogue, Two
Track: basic technologies have been responsible for the development of
the necessary hardware: integrated circuits and digital
(IT Track)
communications, Parallel advances have been made in software,
particularly easy-to-use software products to create. maintain,
manipulate, and query files and records. Many of these software
programs are designed for use both by computer professionals and
enthusiastic amateurs. Another important factor is the development
of computer networks

Sample of Production management is concerned with planning and

research in controlling industrial processes which produce and distribute
Accountancy, products and services. Techniques of production management are
Business,& also used in service industries: here they are called operations
Management management. During production processes, inputs are converted
Track: into outputs. These processes take many forms: from basic
agriculture to large-scale manufacturing. Much manufacturing
(ABM Track)
takes place in factories, where assembly lines allow a steady flow
of raw materials (inputs) and finished products (outputs). People in
production focus on efficiency and effectiveness of processes in
order to maximize productivity. To achieve overall success, it is
important to measure, analyze and evaluate these processes.
However, other activities also contribute to success: purchasing,
inventory control. quality control. storage, logistics
Bases on these examples, it can be said that in academic reading ,full concentration
and comprehension are required for you to understand the key ideas, information,
themes, or arguments of the text.

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 What’s In

Content and style of Academic Texts

in general, authors observe the following when writing academic texts.
 They state critical questions and issues.
 They provide facts and evidence from credible sources.
 They use precise and accurate words while avoiding jargon and colloquial
Expressions
 They use hedging or cautious language to tone down their claims.
 They take an objective point-of-view and avoid being personal
and subjective.
 They use references.

Here is an example article how these content and style were adapted;
Research and development (R and D) is the search for new and improved products
and industrial processes. Both industrial firms and governments carry out Rand D.
Innovations in products or processes normally follow a path from laboratory (lab) idea,
through pilot or prototype production and manufacturing start-up, to full-scale
production and market introduction.(precise & accurate words) A number of significant
changes are possible.(hedging expression)There are two main types of research.(fact
& evidence) Pure or basic research aims to clarify scientific principles without a
specific end product in view; applied research uses the findings of pure research in
order to achieve a particular commercial objective. Development describes the
improvement of a product or process by scientists in conjunction with engineers.
Industry spends vast sums to develop new products and the means to produce them
cheaply, efficiently, and safely(critical issue).
Reference: Technical English -Vocabulay and Grammar Summertime Publishing 2018

Critical reading strategies

To be able to differentiate language used in academic texts. One has to have a
Knowledge for some critical strategies in reading:

 Facts and understanding.

 Interaction which the text by questioning its assumptions,
 Response to its argument.
 Connection of the argument to real-life experience and applications.

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Social Media Literacy (SML)
What is SML and why is it important?

In a world where the internet and social media in particular are pervasive in
everyone's personal and professional lives, it has become increasingly difficult
for schools, teachers, as well as parents to appropriately address the digital
challenges these new media can present for pupils, students and even
themselves.

With the advent of excessive customizations of news feeds, information flows

and search results, finding accurate, unbiased information online has become
increasingly difficult. These new online environments demand very specific
literacy skills from their users in order for them to be fully in control of their online
presence and to make the most of the opportunities these new technologies
and online platforms have to offer, while also steering clear of risks.

Notes to the Teacher

Teachers should teach language that will help students access the
text or content: When teaching reading comprehension, teachers
should identify language that students will have difficulty
understanding and will determine student’s ability to comprehend
text.

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 What’s New

Academic Language Defined

What is academic language? Academic language is:
- the language used in the classroom and workplace
- the language of text
- the language assessments
- the language of academic success
- the language of power

A. Academic language is the language needed by students to do the work in schools.

It includes, for example, discipline-specific vocabulary, grammar and punctuation,
and applications of rhetorical conventions and devices that are typical for a content
area (e.g., essays, lab reports, discussions of a controversial issue.) One of your
goals for the learning segment should be to further develop your students’
academic language abilities. This means that your learning objectives should focus
on language as well as on content. You can and should communicate content
through means other than language, e.g., physical models, visuals,
demonstrations. However, you should also develop your students’ abilities to
produce and understand oral and written texts typical in your subject area as well
as to engage in language-based tasks.

Social language vs. Academic language: When using social, or informal, English in
daily conversation, it’s possible to communicate by using slang and without using
English in a grammatically correct way..
You can be understood without using:
- articles
- prepositions
- sophisticated vocabulary
- pronoun reference.

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 Recognizing social vs. academic language
When comparing social and academic language, students should look for the
following differences

Table 1. Language Used in Academic Disciplines

Informal Language Academic Language

repetition of words more sophisticated vocabulary

sentences start with “ and”
and “but”
use of slang: “guy,” “cool,”
and “ awesome”
sentences start with transition words, such as
“however,” “ moreover,” , and “in addition”
No slang

Example:
The term ‘neon light” was originally applied to a particular type of vapor lump using
the enert, colorless gas neon. A long tube was filled with neon, which then became
luminous at low pressure when an electric current was passed through it. The lamp
the emitted and characteristics reddish-orange light of neon. Today, the term “noen
light” is given to lamps of this general type which may be filled with a variety of
gases, depending on the color that is desired. Argon for example, is used to
produce blue light. Colors can also be altered by changing the color of the glass
tube. The tubes must be quite long in all these lamps to produce light efficiently. As
a result, high voltages are required. Neon tube lamps are not practical illumination
,but they have found widespread outdoor use in glowing ,colorful advertising signs.

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 What is It

Linguistic Concepts and Academic Language

Academic language includes many areas of language such as:
- phonology
- spelling and
- vocabulary

✓ Examples: Pronunciation stress shifts

Anthropol ogy v. anthropological
Morphol ogy v. morpho logical
Manipulate v. manipulation

Although these words are closely related and look very similar, they have
spelling and pronunciation differences that may be confusing to English
language learners

Academic Language Instruction.

✓ This language may include:
- an academic vocabulary word (such as “stimulate”)
- preposition (“between”)
- an adverb (“hardly)
- a conjunction (“and”)
- a grammatical structure (“either…or”)

Fixed expressions in academic language

✓ Fixed expressions (also called collocations) are another important area
of academic language, such as:
- peanut butter and jelly (not jelly and peanut butter)
- salt and pepper (not pepper and salt)
- Mr. and Mrs. (not Mrs. and Mr.)
Using these kinds of expressions correctly is an important step in learning a
second language well.
- Collocations serve as a “marker” of being able to speak like a native
speaker

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 What’s More

Activity 1.1: Summarization. Students using academic language, try

summarization:
1. You choose one passage from these given examples:

“No matter how busy you make think you are, you must find time for
reading,or surrender yourself to self -chosen ignorance”.

“Think of tomorrow, the past can’t be minded”.

“Respect yourself and others will respect you”

2. You read the short passage to yourself and then summarize verbally to a
friend.

You have the opportunity to look for example of passages and to repeat the exercise
with several partners. Through this exercise, students begin to acquire the author’s
language, and will get more and more fluent with the language each round

Activity 1.2: Engaging older students to keep senior high school students
engaged:

1. Explicitly explain the language objective at the beginning of class: “Today we’re
going to work on academic vocabulary in this passage about poverty, and we’re
going to talk about ways to eliminate poverty.”

2. Choose a topic that older students will find interesting, such as poverty or
another “equity issue” related to a passage in your textbook.

3. Do summarize the text and provide them with vocabulary words, ideas about
ways to end poverty, and complete sentences and structures to get them going.

4. Have students work in pairs, practicing using these structures such as:
“ We can stop poverty by
verb + ing doing the following…”.

5. Now students can express their own beliefs. These conversations may serve
as the basis for a class discussion or presentation.

6. Tips for working with older students: Students perform to the expectations we
set. If they know we expect them to think critically about issues and use
academic language, they will scaffold instruction to help them acquire the

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 language and allow themselves adequate time to practice in a healthy
environment before getting in front of their classmates.

What I Have Learned

1. Academic texts include concepts and theories that are related to the specific
discipline they explore.
2. Academic text is completely different from non-academic texts in terms of
structure, Content, and Style.
3. Academic reading requirement construction and comprehension.
4. Authors of academic texts usually present facts to support their main
argument.
5. Successful readers of academic texts generally integrate valuable information
or ideas from one source to another.
6. Academic articles are written by professionals in a given field while Non-
Academic articles are written for the mass public.
7. Fixed expressions (also called collocations) are another important area of
academic language.
8. Academic language includes many areas of language such as phonology,
spelling and vocabulary.
9. Fixed expressions (also called collocations) are another important area of
academic language example: salt and pepper
10. Collocations serve as a “marker” of being able to speak like a native speaker
11. To be able to differentiate language used in academic texts. One has to have
knowledge some critical strategies in reading.

What I Can Do

Stress Shifts:
A shift is a change in something or an adjustment in the what something is done.
Words with change their meaning completely-most of them change from noun to verb,
but a few change to an adjective. By learning these word families you will improve your
vocabular, moreover you will gain knowledge or skill to differentiate language used in
academic texts
Notice the stress in the word families below often changes;
Verb noun (process) noun (person) adjective

'analyse an'alysis ' ‘analyst ana'lytical

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 'innovate inno'vation ‘innovator inn'ovative
de'velop de'velopment de'veloper develop’mental
ex’periment experimenta’tion ex'perimenter ex'perimentmental
in'vent in'vention in'ventor in'ventive

Use the word in brackets to form a word which fits in the sentence.
1 The scientists have presented a detailed ____________of the results. (analyse)
2 They have brought in a food _____________ to help in the research. (analyse)
3 All process materials are tested using highly developed____ techniques. (analyse)
4 The researchers have come up with an_____ idea for the use of recycled plastics.
(innovate)
5 Charles Dyson is the _____________________(invent)
6 The advent of the ballpoint pen was a wonderful_________________ (invent)
7 They employ large team of software_________________ .(develop)
8 A report has been prepared on ____________the tests that have been carried out.
(develop)
9 Increasing numbers of people can now work from home thanks to_____________
in telecommunications. (develop)
10.These methods of production are still at an ________________stage.
(experiment)
11. The is continuing _______________________work on the new drug.
(experiment)
12. Many people are against animal____________________________. (experiment)
13. What we really need are extraordinary ________________ !(innovate)
14. That’s a product of really good ______________ (innovate)
15. That product is _________ because of an extensive research.(innovate)

Assessment

Academic Text
Instruction: Write True if the statement is CORRECT and False if it is NOT.

1. One of the purposes of reading an academic text is to look for a specific information.

2. An academic text makes use of complex jargons to promote a higher level of

comprehension.

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3. Academic text uses words which tones up claims expressing certainty.

4. Academic text helps fill existing gaps between information.

5. An academic text observes a format.

6. In reading an academic text, it helps acquire new information.

7. An academic text needs less concentration and focus because the terms are simple.

8. Academic text that give issues are stated to provoke information discussion.

9. A magazine is an academic text.

10. Critique paper is classified as an academic text.

___________________________________________________________________
Word Substitution:
From the list below, choose one word which could be used in place of the language
shown in bold without changing the meaning of the sentence. Remember that you may
need to change the form or in some cases the grammatical class of the word:
affect (v) capillary (n) notion (n) decade (n) emphasize(v)
expose (v) generate (v) consequent (adj) pertinent(adj)
predict (v) select v) signify (v) structure (n) undergo (v)

1. Over the previous ten years, we have seen an enormous growth in the number of
home personal computers.
2. Lecturers often speak more loudly and more slowly when they want to stress an
important point.
3. One important function of newspapers is to uncover dishonest behaviour and
wrong-doing by those in power.
4. The organization of the company has changed completely, with far fewer senior
managers.
5. The decision to give longer prison sentences indicated a hardening of the
government's attitude towards drug offenders.
6. The new computer system created a lot of interest among potential customers.
7. When the government increased the tax on petrol, there was a resultant rise in
transport costs.

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8. In the first instance, the blood passes out of the heart, through the lungs and along
the arteries before reaching the small blood vessels within the skin.
9. Until the sixteenth century, the idea that the Earth moves around the Sun was
regarded as a ridiculous idea, whereas today we accept this concept as completely
normal.
10. Pollution is a problem which has an effect on every country today.
11. Most economists forecast that China will become a leading world economy in the
twenty-first century.
12. One difficult aspect of writing an essay is selecting material which is relevant to
the topic and excluding irrelevant information.
13. The company has experienced a number of significant changes in the last few
years.
14. The first thing to do is to choose the courses which you would like to study and
then look at each university prospectus.

Don't forget to keep a record of the words and expressions that you have learnt,
review your notes from time to time and try to use new vocabulary items whenever
possible.

Additional Activities

Make a Collocation
Start by reading through the sentences. Try take one word from the box on the left and
combine this with one from the box on the right to make a collocation. For example,
valid can be joined with reason. (Note that more than one pairing may be possible and
also that some words appear more than once.) Then try to match your combinations
with the spaces in the sentences below.

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1. If you work and submit late, you will lose marks and may even be given a failing
grade, unless you have a_________________ _________________ such as illness.
2. One travel company is now advertising a completely _________________
_________________ in tourism: flights into outer space by rocket.
3. At the bottom of the ocean, the water remains at a _________________
_________________irrespective of changing weather conditions at the surface.
4. The growth of China will add a _________________ _________________ to the
economic and political situation in the Far East.
5. Students are expected not just to describe what they have done but also
to________________ __________________ when they write a research report.

6. Investigators have been able to _________________ _________________

between childhood illnesses and industrial pollution.

7. Following the demonstrations by thousands of students, there was a very

_________________ _________________ in the capital, with many choosing to leave
the city and head for the countryside.

8. Unfortunately, although the _________________ _________________ were very

promising, the project failed in the long run because of a lack of interest.

9. Engineers have played a _________________ _________________ in improving

our health by giving us clean water supplies, perhaps more so than doctors.

10. The Managing Director may run the company, but ______________________
rests with the Board of Directors.

11. On the form, please give your name, nationality, address and your __________
___________________.

12. When some scientists originally _________ ________ known as global

warming, the idea was not taken seriously, and yet today it is accepted by nearly
everyone.

13. In some instances, a Court of Appeal may _________ _______ reached at the
first trial and released somebody who has been wrongly held in prison.

14. Most universities require international students to have an IELTS score of at least
6 as a _________________ _________________ for English language competence.

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Choose the Right Word
In each of the sentences below, decide which word in bold is more suitable:

1. If somebody has a diet which is deficient / inadequate in vitamins, he/she may

suffer poor health as a result.

2. Although the characters were very convincing, the tale / plot was so weak that the
film was a failure.

3. The transition / transit from a communist to a free-market economy has been very
difficult for a number of countries.

4. Students usually dress casually at university, but this style of dress is not correct /
appropriate when they start work.

5. The opinions expressed in a newspaper usually reflect the views of the proprietor
/ landlord.

6. Extreme religious groups living in isolated communes / societies have been

responsible for a number of violent crimes.

7. In order to discuss the implications of the crisis, the President convened / gathered
a meeting of his top advisors at the White House.

8. Because of the growth in the number of communication stations / satellites in

space, viewers have access to more television channels.

9. An important social and political topic / issue in many developed countries is the
growing number of old people.

10. Sometimes, unexpected economic changes force an organization to deviate /

divert from its original business plan.

11. There are many reasons behind the success of the fastest-growing economies,
but one common factor / idea seems to be high levels of education.

12. Because the weather was so bad, the astronauts abandoned / left their attempt
to launch the space shuttle.

Don't forget to keep a record of the words and expressions that you have learnt, review
your notes from time to time and try to use new vocabulary items whenever possible.

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 18
Word Substitution Stress
1. decade, 2. emphasize, 1. analysis,
Choose the Right
3. expose, 4. structure, 5. 2. analyst
Word
signified, 6. generated, 7. 3. analytical
1.deficient consequent, 8. capillaries, 4. innovation
2. plot 9. notion, 10. affects, 11. 5. inventor
3. transition predict, 12. pertinent, 13. 6. invention
4. appropriate undergone, 14. Select 7. developer
8. development
5. proprieter
Collocation 9.developer
6 communes 10 experimental
1. valid reason,
7. convened 11 experiment
2. new concept,
8. satellites 12.experimentation
3.constant temperature,
9. issue 4.new dimension, 13. innovation
10 deviate 5.analyze results, 14innovative
11.factor 6. establish a link, Academic Text
12. abandoned 7.tense atmosphere, 1. True
8. initial results, 2. False
9. leading role, 3. True
10.ultimate 4. True
responsibility, 5. True
11. marital status, 6. True
12.put forward a 7. False
hypothesis, 8. True
13. reverse the verdict 9. False
10.True
Answer Key
References

EAP Vocabulary Workbook _TOEFL

www.slideshare.net.
www.slideshare.net acad text
www.uefap.com/writing/feature/featfran
www.Colorin Colorado.org

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