OBJECTIVES:

 Summarize the parts of Speech, define and know it’s uses

 Enumerate the 9 Intelligences of MI Theory
 Define “Text” and know it’s origin
 Identify different structures of Academic Text
 Read academic text critically
 Discuss Academic Language

I. Introduction:

English for Academic Purposes Program (EAPP) is a two-semester program for native and non-
native speakers of English that gives students additional time to focus on critical reading, reasoning,
writing, and research skills.

The English for Academic Purposes Program (EAPP) equips students with the academic language
skills necessary for successful college studies in all disciplines while giving them access to degree
programs. EAPP courses focus on the type of English students encounter in an academic context.

Ithelps us in so many ways such as both written and oral communication. EAPP helps us to understand
more about various languages and it importance.

A. Pre-assessment

A.1 Grammar Rules: Check the correct answer in the options below.

1. The first letter of the first word in a sentence should be

 a large letter   a capital letter
2. The order of a basic positive sentence is
 Subject-Verb-Object   Verb-Object-Subject
3. Every sentence must have a subject and
 a verb   an object
4. A plural subject needs
 a singular verb   a plural verb
5. When two singular subjects are connected by or, use
 a singular verb   a plural verb
6. Adjectives usually come
 before a noun   after a noun
7. If an opinion-adjective and a fact-adjective are used before a noun, which
comes first?
 a fact-adjective   an opinion-adjective

8. In British English, a collective noun is usually treated as

 singular   plural
9. The terms "its" and "it's" have
 the same meaning   different meanings
10. Which is correct?
 You're looking good   Your looking good

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 A.2 Instruction: Fill- in the first column of the tablewith the 9 parts of speech according to their
function, example words and sentences.

Part of function or example words example sentences

speech "job"

action or state (to) be, have, do, like, EnglishClub is a web site. I like EnglishClub.
work, sing, can, must

thing or pen, dog, work, music, This is my dog. He lives in my house. We

person town, London, teacher, live in London.
John

describes a good, big, red, well, My dogs are big. I like big dogs.

noun interesting

limits or a/an, the, 2, some, I have two dogs and some rabbits.

"determines" many
a noun

describes a quickly, silently, well, My dog eats quickly. When he

verb, badly, very, really is very hungry, he eats really quickly.
adjective or
another
adverb

I, you, he, she, some

replaces a Tara is Indian. She is beautiful.

noun

links a noun to, at, after, on, but We went to school on Monday.

to another
word

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joins clauses and, but, when 1 I like dogs and I like cats. I like
or sentences cats and dogs. I like dogs but I don't like
or words cats.

short oh!, ouch!, hi!, well Ouch! That hurts! Hi! How are you? Well, I
exclamation, don't know.
sometimes
inserted into a
sentence

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  Verb

The shortest sentence contains a verb. You can make a one-word sentence with a verb, for example:
"Stop!" You cannot make a one-word sentence with any other type of word.

Verbs are sometimes described as "action words". This is partly true. Many verbs give the idea of
action, of "doing" something. For example, words like run, fight, do and work all conveyaction.

But some verbs do not give the idea of action; they give the idea of existence, of state, of "being".For
example, verbs like be, exist, seem and belong all convey state.

A verb always has a subject. (In the sentence "John speaks English", John is the subject
and speaks is the verb.) In simple terms, therefore, we can say that verbs are words that tell us what
a subject does or is; they describe:

 action (Ram plays football.)

 state (Anthony seems kind.)

There is something very special about verbs in English. Most other words (adjectives, adverbs,
prepositions etc) do not change in form (although nouns can have singular and plural forms). But
almost all verbs change in form.

For example, the verb to work hasFive Forms:

to work, work, works, worked, working

 Verbs into two broad classifications:

1. Helping Verbs

 I can.
 People must.
 The Earth will.
may, can, must, might.
shall, will.
should, would, could

2. Main Verbs

I teach.
People eat.
The Earth rotates.

In the following table we see example sentences with helping verbs and main verbs. Notice that all of
these sentences have a main verb. Only some of them have a helping verb.

  helping verb   main  

verb

John     likes Coffee.

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   helping verb   main  
verb

You     lied tome.

They     are happy.

The are   playing.  

children

We must   go now.

I do not want any.

 Helping verbs and main verbs can be further sub-divided.They are called “auxiliary verbs”

Primaryhelping verbs (3 verbs)

 Be

- to make continuous tenses (He is watching TV

- to make the passive (Small fish are eaten by big fish.)
 have
- to make perfect tenses (I have finished my homework.)
 do
- to make negatives (I do not like you.)
- to ask questions (Do you want some coffee?)
- to show emphasis (I do want you to pass your exam.)
- to stand for a main verb in some constructions (He speaks faster than
she does.)

Look at these example sentences using primary helping verbs with main verbs:

 They have finished their homework.
 Has he arrived yet?
 John had not called for three weeks.
 They will be eating when we arrive.
 I am feeling sick.
 Are you working at the moment?
 Jo is not watching TV.
 Tara was cooking when I phoned.
 Were you expecting me?
 My car is being repaired.
 I have been working all day.

Modal helping verbs(10 verbs)

We use modal helping verbs to "modify" the meaning of the main verb in some way. A modal helping
verb expresses necessity or possibility, and changes the main verb in that sense. These are the modal verbs:
 can, could
 may, might
 will, would,
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  shall, should

 must
 ought to

Examples using modal verbs:

 I can't speak Chinese.
 John may arrive late.
 Would you like a cup of coffee?
 You should see a doctor.
 I really must go now.

 We use modal helping verbs to change the "mood" of the main verb. As you see, modal
verbs have only one form each. They never change

Classifications of Main verbs

1. A transitive verb takes a direct object

I saw an elephant.
We are watching TV.
He speaks English.
2. Intransitive verbs
He has arrived.
John goes to school.
She speaks fast.
3. Linking verbs
Mary is a teacher. (mary = teacher)
Tara is beautiful. (tara = beautiful)
That sounds interesting. (that = interesting)
The sky became dark. (the sky → dark)
The bread has gone bad. (bread→ bad)
4. Dynamic and Stative verbs
Dynamics - hit, explode, fight, run, go
Stative
be
like, love, prefer, wish
impress, please, surprise
hear, see, sound
belong to, consist of, contain, include, need
appear, resemble, seem
 Regular and irregular verbs

Regular verbs:
base past tense past
participle
look looked looked
Irregular verbs
buy bought bought
cut cut cut
do did did

 Catenative verbs- is a main verb that can be followed directly by another main verb.

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  I want to see a movie.
 She helped clean the house.
 I like eating chocolate.

Exercises 1Verbs. Check the correct answer in the options below.

1. Verbs are used in

 some sentences
 all sentences
2. What's the smallest number of words a sentence can contain?
 one
 two
3. Which can be called a sentence?
 Wait!
 Why?
4. Most verbs convey the idea of action and describe
 doing something
 being something
5. Other verbs describe
 a place
 a state
6. Which verb describes a state?
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  seem
 play
7. A verb always has
 an object
 a subject

8. "Marian teaches history." Which is the subject?

 Marian
 history
9. "Donald looks angry." The verb in this sentence describes
 an action
 a state
10. Verbs can have different forms in English, such as
 break and broken
 break and brake

Exercises 2Verb Classification. Check the correct answer in the options below.

1. The grocery clerk will carry your bags out for you.

 helping verb
 main verb
2. The mail arrived after I left.
 transitive verb
 intransitive verb
3. I have already done my homework.
 regular verb
 irregular verb

4. That book you recommended sounds interesting.

 linking verb
 non-linking verb
5. I prefer cream rather than milk.
 dynamic verb
 stative verb

6. Jerry studies for three hours every day.

 helping verb
 main verb
7. We looked at all of the art in the museum.
 regular verb
 irregular verb
8. Would you take a picture for us?
 transitive verb
 intransitive verb
9. I don't want to fight about who gets the car.
 dynamic verb
 stative verb
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10. I have had this phone for two years.
 helping verb
 main verb

Exercises 3 Verb FormsCheck the correct answer in the options below.

Top of Form
1. A bird sang to me this morning.
 third person singular present
 past simple
 base
2. They have been playing tennis all day.
 base
 present participle
 present simple
3. I don't think he will guess the answer.
 past simple
 third person singular present
 base
4. Have you baked the cookies yet?
 base
 past participle
 present participle
5. Had they finished before you arrived?
 past simple
 base
 past participle
6. I asked your brother to drive us there.
 base
 past simple
 present participle
7. It is a sunny day today.
 past simple
 third person singular present
 past participle

8. We are in the kitchen doing the dishes.

 present simple
 present participle
 base
9. He was feeding the dogs.
 base
 past simple
 past participle
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10. He walks to my car with me at night.
 present participle
 third person singular present
 base

II .Exposition

The 9 Intelligences of MI Theory

  Intelligence Skills and Career Preferences

1. Verbal-Linguistic Intelligence  Skills - Listening, speaking, writing, teaching.
Well-developed verbal skills and sensitivity to
the sounds, meanings and rhythms of words
2. Mathematical-Logical
Intelligence  Ability to think conceptually
and abstractly, and capacity to discern logical
or numerical patterns
3. Musical Intelligence
Ability to produce and appreciate rhythm,
pitch and timber
4. Visual-Spatial Intelligence
Capacity to think in images and pictures, to
visualize accurately and abstractly
5. Bodily-Kinesthetic Intelligence
Ability to control one's body movements and
to handle objects skillfully
Careers - Poet, journalist, writer, teacher,
lawyer, politician, translator
Skills - Problem solving (logical & math),
performing experiments
Careers - Scientists, engineers, accountants,
mathematicians
Skills - Singing, playing instruments, composing
music
Careers - Musician, disc jockey, singer,
composer
Skills - puzzle building, painting, constructing,
fixing, designing objects
Careers - Sculptor, artist, inventor, architect,
mechanic, engineer
Skills - Dancing, sports, hands on experiments,
acting
Careers - Athlete, PE teacher, dancer, actor,
firefighter

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 6. Interpersonal Intelligence
Capacity to detect and respond appropriately
to the moods, motivations and desires of
others
7. Intrapersonal Intelligence
Capacity to be self-aware and in tune with
inner feelings, values, beliefs and thinking
processes
8. Naturalist Intelligence
Ability to recognize and categorize plants,
animals and other objects in nature
9. Existential Intelligence
Sensitivity and capacity to tackle deep
questions about human existence, such
as the meaning of life, why do we die,
and how did we get here
Skills - Seeing from other perspectives,
empathy, counseling, co-operating
Careers - Counselor, salesperson, politician,
business person, minister
Skills - Recognize one’s S/W, reflective, aware
of inner feelings
Careers - Researchers, theorists, philosophers
Skills - Recognize one’s connection to
nature, apply science theory to life
Careers – Scientist, naturalist, landscape
architect
Skills – Reflective and deep thinking, design
abstract theories
Careers – Scientist, philosopher, theologian

Text (literary theory)

Text is any object that can be "read", whether this object is a work of literature, a street sign, an
arrangement of buildingson a city block, or styles of clothing.
- It is a coherent set of signs that transmits some kind of informative message.
[1]
 This set of signs is considered in terms of the informative message's content,
rather than in terms of its physical form or the medium in which it is
represented.
Within the field of literary criticism, "text" also refers to the original information content of a
particular piece of writing.
"text" of a work is that primal symbolic arrangement of letters as originally composed, apart from.

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 Exercises

I. Instruction: Fill-in the second and last columnof the table with 9 parts of speech.

Part of speech function or "job" example words example sentences

Verb (to) be, have, do,

like, work, sing,
can, must

Noun pen, dog, work,

music, town,
London, teacher,
John

Adjectives good, big, red,

well, interesting

Determiners/article a/an, the, 2,

s some, many

Adverb quickly, silently,

well, badly, very,
really

Pronoun

I, you, he, she,

some

Preposition to, at, after, on, 1

but

2
Conjunction and, but, when
1

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Part of speech function or "job" example words example sentences

Interjection oh!, ouch!, hi!,

well

II. Instruction: Write 9 Multi - intelligences inside the piece of pie and their corresponding functions.

Instruction: Write skills and career preference in each 9 Multi- Intelligences

Intellegences Skills and Career Preferences
Verbal-Linguistic Intelligence –

Mathematical-Logical Intelligence –

Musical Intelligence-

Visual-Spatial Intelligence-

Bodily-Kinesthetic Intelligence=

Interpersonal Intelligence-

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Intrapersonal Intelligence-

Naturalist Intelligence-

Existential Intelligence-

Name of Student: Grade: 11

Subject :English for Academic Purposes Module 1

Contents:

 Parts of Speech
 Multi – Intelligence
 Text
 Academic Text
 Academic Reading
 Academic Writing
 Academic Language

Part 2 Teacher: Ms.Roda M. Oro

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What is a text? /tekst/

As a noun

* a book or other written or printed work, regarded in terms of its content rather than its physical form. E.g. "A
text that explores pain and grief"

* the main body of a book or other piece of writing, as distinct from other material such as notes, appendices,
and illustrations. "The pictures are clear and relate well to the text"

As a Verb: Send a text message to. "I thought it was fantastic that he took the trouble to text me."

Other Definitions:

 Text refers to the actual words of an author's work. https://www.merriam-webster.com/dictionary/text.

 Text is the main body of printed or written matter on a page. It could refer to a textbook, a Bible
passage that is the subject of a sermon, or a text message.
https://en.oxforddictionaries.com/definition/text
 Text of a book is the main part of it, rather than the introduction , pictures . It refers to the main body of
matter in a manuscript, book, newspaper, etc., as distinguished from notes, appendixes, headings,
illustrations, etc. https://www.yourdictionary.com/text
 Text refers to the written words in a book, magazine, etc., not the pictures: 2. a text message: 3. the
exact words of a speech, etc. https://dictionary.cambridge.org/dictionary/english/text
 Text definition includes the original words of something written, printed, or spoken; or any coherent
stretch of language.https://whatis.techtarget.com/definition/text
 In information technology text is a human readable sequence of character s and the words they form
that can be encoded into computer readable formats.

What is an academic text?

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Academic textis defined as critical, objective, specialized texts written by experts or professionals in a given field
using formal language. Academic texts are objective. This means that they are based on facts with solid basis.

What is an academic text or writing?

 Academic writing  -is clear, concise, focused structured and backed up by evidence. Its purpose
is to aid the reader's understanding. It has a formal tone and style, but it is not complex and does not
require the use of long sentences and complicated vocabulary.
 It is a core subject in the academe
 It is a particular style used in formal essays and other assessments for the course. It requires formal
language, a logical structure and is supported by evidence/s.
 Academic writing is clear, concise, focused, structured and backed up by evidence. Its purpose is to
aid the reader's understanding. It has a formal tone and style, but it is not complex and does not require
the use of long sentences and complicated vocabulary.
 It refers to a style of expression that researchers use to define the intellectual boundaries of their
disciplines and their specific areas of expertise.

 The simplest type of academic writing is descriptive. Its purpose is to provide facts or information. An
example would be a summary of an article or a report of the results of an experiment. The kinds of
instructions for a purely descriptive assignment include: 'identify', 'report', 'record', 'summarise' and
define'.

Common structures of Academic Writings

 The three-part essay structure is a basic structure that consists of introduction, body and conclusion.
The introduction and the conclusion should be shorter than the body of the text. For shorter essays,
one or two paragraphs for each of these sections can be appropriate. For longer texts or theses,

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 they may be several pages long.

Academic Reading

Academic reading differs from reading for pleasure. You will often not read every word, and you are reading for
a specific purpose rather than enjoyment. This page explains different types of purpose and how the purpose
affects how you read, as well as suggesting a general approach to reading academic texts.

Academic and nonacademic texts are also typically written for a particular audience. While nonacademic texts
are intended more for mass, public consumption than scholarly or academic texts, they may be targeted
towards special interests or occupations in society.

Academic language

Academic languageis 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.)

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EXAMPLE OF LANGUAGE FUNCTION AND LANGUAGE DEMAND

Exercises

III. Instruction: Fill-in the second and last columnof the table with 9 parts of speech.

Part of speech function or "job" example words example sentences

Verb (to) be, have, do,

like, work, sing,
can, must

Noun pen, dog, work,

music, town,
London, teacher,
John

Adjectives good, big, red,

well, interesting

Determiners/article a/an, the, 2,

s some, many

Adverb quickly, silently,

well, badly, very,
really

Pronoun

I, you, he, she,

some

Preposition to, at, after, on, 1

but

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Part of speech function or "job" example words example sentences

2
Conjunction and, but, when
1

Interjection oh!, ouch!, hi!,

well

IV. Instruction: Write the function of 9 Multi - intelligences inside the piece of pie.

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