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English
Learning Activity Sheets

Quarter 4: Module 1

Division of Angeles City

 ENGLISH 7
QUARTER 4: LESSON 1
FEATURES OF ACADEMIC WRITING
Name of Learner: ____________________________________________________
Grade and Section: __________________________ Date: ___________________

Background Information
In school, we read various texts in order to get information on different topics across
all subjects. We are also expected to write paragraphs, essays or reports to show our
understanding of these topics. One type of writing that we are often asked to do is Academic
Writing.
Persuasive and informative essays, as well as research papers are examples of this.
Presenting ideas using academic writing has a particular style that makes it different from
other types of writing.
Look at the two texts below. They are both about trees but are written differently. In
what way?

The Cutter Climate 101: Deforestation

By Tshaka E. Curtis By Christina Nunez

As the world seeks to slow the pace

Don’t cut me!
The cutter comes with no care,
For he does not hear the screams
that fill the air.
Down a small hill covered with dew,
Being watched by trees that know what
he’ll do.
He marks me with an x and hits me with an
ax.
It vexes me to know that everyone is
relaxed.
I cry tears of sap as he takes me down.
If only he could see a tree frown.
He lays me and ties me tightly on a rack,
And again he begins to hack.
No longer do I feel pain, anguish or sorrow.
For I know I will be a chair tomorrow.
Roots gone and branches on the floor,
I am a tree no more.
of climate change, preserve wildlife, and
support billions of people, trees
inevitably hold a major part of the
answer. Yet the mass destruction of
trees—deforestation—continues,
sacrificing the long-term benefits of
standing trees for short-term gain.
Forests still cover about 30 percent of
the world’s land area, but they are
disappearing at an alarming rate.
Between 1990 and 2016, the world lost
1.3 million square kilometers of
forest, according to the World Bank—an
area larger than South Africa. Since
humans started cutting down forests, 46
percent of trees have been felled,
according to a 2015 study in the journal
Nature.

The imaginative text inside the box on the left falls under literary writing.
Literary writing uses word pictures and descriptions. Oftentimes, it is
subjective (personal) and less formal. It uses words that appeal to emotion. Poems, short
stories, novels, and other creative work are examples of this.

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 The informative text inside the box on the right is an example of academic writing. It
uses a serious tone and objective (impersonal) language. Its writing is clear and straight to
the point. Here are its common features with examples that show both non-academic and
academic writing.

a. Formal - there are no slang words, exclamation points or contractions.

X Don’t cut me!
 Forests still cover about 30 percent of the world’s land area, but they are
disappearing at an alarming rate.
b. Organized - its writing follows a logical pattern of presenting ideas
X Writer can mention the topic at any part of the text but sometimes it is not
even mentioned at all.
 Writer directly introduces the topic first then gives supporting information
after it. Ex. “the mass destruction of trees - deforestation”
c. Consists of facts - it is written to impart knowledge, data or information from
reliable sources. It does NOT appeal to emotions.
X I cry tears of sap as he takes me down.
 Between 1990 and 2016, the world lost 1.3 million square kilometers of
forest, according to the World Bank.

Learning Competency with Code

Distinguish features of academic writing EN7WC-I-c-4.2

Activity A.1
Directions: Copy the concept maps on your answer sheet then complete them by filling in
the features of literary and academic writing. An example for each one is done
for you.

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Activity A.2
Directions: Read the texts in each box. Then write A, on the blank if it comes from an
academic text, and L if it comes from a literary text. Write the answers on your
answer sheet.

An old king ruled over the kingdom of Bumbaran. His kingdom was prosperous,
_____1.
his people were good and he should have been very happy. But the king was
envious toward his brother Prince Bantugan which resulted to his death. Prince
Madali loved his brother Bantugan dearly and volunteered to go the region of the
dead to bring him back to life.
Department of Education-Bureau of Learning Resources. 2017. English 7 Learner’s Material.Pasig City: FEP
Printing Corp.

_____2. Checking and scrolling through social media has become an increasingly popular
activity over the last decade. In fact, in the Philippines, time spent online daily
soared from 9 hours and 29 minutes last year to 10 hours and 2 minutes this year,
the highest in the world. Social media addiction is characterized as being driven
by an uncontrollable urge to log on to or use social media, and devoting so much
time and effort to social media that it impairs other important life areas.
Social Media Addiction. Accessed October 23, 2020. https://www.addictioncenter.com/drugs/ social-media-
addiction/

_____3. Not yet, Rizal, not yet. Sleep not in peace:

There are a thousand waters to be spanned;
There are a thousand mountains to be crossed;
There are a thousand crosses to be borne.
Our shoulders are not strong; our sinews are
Grown flaccid with dependence, smug with ease
Department of Education-Bureau of Learning Resources. 2017. English 7 Learner’s Material.Pasig City: FEP
Printing Corp.

_____4. Cybercrime, also called computer crime, is the use of a computer as an

instrument to further illegal ends, such as committing fraud, trafficking in child
pornography and intellectual property, stealing identities, or violating privacy.
“Cybercrime.” Encyclopedia Britannica. Accessed October 23, 2020. https://www.britannica.com/ topic/
cybercrime

Good personal hygiene habits are directly related to less illnesses and better
_____5. health. Poor personal hygiene habits, however, can lead to some minor side
effects, like body odor and greasy skin. They can also lead to more troublesome
or even serious issues. For example, if you don’t wash your hands frequently,
you can easily transfer germs and bacteria to your mouth or eyes. This can lead
to any number of issues, from stomach viruses to pink eye. Not brushing your
teeth can lead to teeth issues and plaque buildup.

Holland, Kimberly. Creating a Personal Hygiene Routine. Updated May 18, 2018.
https://www.healthline.com/health/personal-hygiene#creating-a-routine

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Activity B
Directions: Read the selection about water pollution. Then, complete the table after it by
copying the sentences from the text that show the features of the academic texts
given on the first column.
What is water pollution?
Water pollution happens when toxic substances enter water bodies such as lakes,
rivers, oceans and so on, getting dissolved in them, lying suspended in the water or
depositing on the bed. This degrades the quality of water.
Not only does this spell disaster for aquatic ecosystems, the pollutants also seep
through and reach the groundwater, which might end up in our households as contaminated
water we use in our daily activities, including drinking.
According to the World Wide Fund for Nature (WWF), pollutants can be of varying
kinds: organic, inorganic, radioactive and so on. It can be caused in a number of ways, one
of the most polluting being city sewage and industrial waste discharge. Indirect sources of
water pollution include contaminants that enter the water supply from soils or groundwater
systems and from the atmosphere via rain. Soils and groundwater contain the residue of
human agricultural practices and also improperly disposed industrial wastes.

Source: https://wwf.panda.org/knowledge_hub/teacher_resources/webfieldtrips/water_pollution/

FEATURE SENTENCE
Introduces the topic

Formal (no slang, contraction or

exclamation mark)
Shows that information is from reliable
sources
Fact # 1 about the topic

Fact # 2 about the topic

Activity C
Directions: Read more about water pollution. Then write two (2) paragraphs with 8-10
sentences that give additional information about it. Make sure to use the tone and
features of academic writing. Look at the rubric below before you begin this
activity.
___________________________________________________________________
_________________________________________________________________________
___________________________________________________________________
_________________________________________________________________________

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 Rubric for Scoring Activity C
5 points 3-4 points 2-1 point
Language The output uses formal The output uses formal The output does not
language, a serious language and a serious use formal
tone and has no slang tone but uses a few language for
or informal slang or informal academic writing.
expressions. expressions.
Content It contains facts and It contains facts but It does not contain
supporting details or lacks supporting details facts.
evidence. or evidence.
Use of sources Cited two or more Cited one source. No source was
sources. used at all.

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 6
Secondary School Teacher
JAMIE RAISA T. SARMIENTO
Prepared:
A.1. Literary Writing Academic Writing
2. uses word pictures 2. objective
3. uses description 3. clear
4. uses words to appeal to the emotions 4. straight to the point
A. 2.
1. L
2. A
3. L
4. A
5. A
B.
Introduces the topic Possible answer: Water pollution
happens when toxic substances
enter water bodies such as lakes,
rivers, oceans and so on, getting
dissolved in them, lying suspended
in the water or depositing on the
bed
Formal (no slang, contraction or Answers may vary
exclamation mark)
Shows that information is from Possible answer: According to the
reliable sources World Wide Fund for Nature
(WWF), pollutants can be of varying
kinds: organic, inorganic, Answer
radioactive and so on.
Fact # 1 about the topic
social-media-addiction/ Answers may vary
Fact # 2 about the topic Answers may vary
Social Media Addiction. Accessed October 23, 2020. https://www.addictioncenter.com/drugs/
https://www.healthline.com/health/personal-hygiene#creating-a-routine
Holland, Kimberly. Creating a Personal Hygiene Routine. Updated May 18, 2018.
Material.Pasig City: FEP Printing Corp.
Department of Education-Bureau of Learning Resources. 2017. English 7 Learner’s
https://www.britannica.com/ topic/ cybercrime
2020. 23, October Accessed “Cybercrime.” Encyclopedia Britannica.
academic-writing-key-features/
Academic writing: key features. Accessed October 23, 2020. https://www.rlf.org.uk/resources/
References for Learners
 ENGLISH 7
QUARTER 4: LESSON 2
STRATEGIES FOR EFFECTIVE INTERPERSONAL COMMUNICATION

Background Information
Have you ever been in an awkward conversation in which you do not know what to
reply? How about a conversation in which the other person seems to talk non-stop and you
do not have a chance to have your turn? These situations
can be causes of misunderstandings or can cause a
communication breakdown.
To successfully communicate with others, which
we also call Interpersonal Communication, there are
several strategies that we can use. In this learning activity,
you will be able to understand how interpersonal
communication works in your daily conversations in
different situations, whether it is face-to-face or online.
Strategy 1: NOMINATION
The speaker opens or nominates a topic with the person you are talking to. You can
open a topic by:
 Start the conversation with greetings, “Hello” and “Hi”.
 Proceed to the nomination of the topic, “Let us talk about…” or “Do you know that…”
 Make sure to be clear and concise with your words to avoid confusion about the
topic.
Strategy 2: RESTRICTION
It refers to any limitation the speaker may offer. These can be instructions that must
be followed which can limit the conversation and narrow the reaction or response of the
person talking to.
 Continue the conversation by giving instructions such as “We will only discuss today
the following…” or “Let us focus on …”
 Prevent unnecessary comments or responses that are not related to the topic.
Strategy 3: TURN-TAKING
This is the skill of knowing when to start and finish a turn in a conversation. To give
both the sender and the receiver equal chances to speak, you can do any of the following:
 Keep your words reasonably short enough to express your views/ feelings.
 Let others share their ideas, ask questions like, “What do you think?” or “Do you
want to say something?”
 Use nonverbal signals like nodding your head or hand gestures.
 Avoid unnecessary interruptions. You can use minimal responses like, “Yes,”
“Okay,” or “Go ahead.”
Strategy 4: TOPIC CONTROL
To keep the conversation going smoothly between the sender and the receiver. This
is to keep the conversation or interaction going by inquiring or asking relevant questions.
You can try these strategies:
 Listen to the conversation and respond with ideas related to the topic.
 Give follow-up questions such as “What happened next?”, “Can you elaborate that?”
 Confirm information such as “Are sure?” and “Is that so?”
 Use nonverbal signals such as nodding your head or hand gestures.

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 Strategy 5: TOPIC SHIFTING
This is defined when one part of the conversation ends and where another topic
begins. Topic shifting is often observed when the respondent is no longer willing to continue
with the topic of the conversation or wants to avoid answering a question directly.
 Do not suddenly shift to another topic without giving feedback or an appropriate
response.
 Before beginning a new topic, allow the speaker to finish. For example, if the speaker
says, “There are three things I like to eat right now,” let the speaker tell you those
three things before shifting to another topic.
 Use transitions like “By the way,” “In addition to what you said,” or “That reminds me
of,” to signal that a new conversation is about to begin.
Strategy 6: REPAIR
If there is a problem in understanding the conversation, try doing any of the following:
 Clarify or request clarification. The sender or the receiver can rephrase or change
the form of the message that could not be understood.
 Repeating - whether it is you or the other person who is confused, repeating the
message will help confirm the content of the message.
Strategy 7: TERMINATION
This refers to the ending of a topic in a conversation using verbal and nonverbal
signals.
 Politely end the conversation by saying, “Thank you”.
 Nonverbal examples could be a handshake, nod (for agreement or
acknowledgment), turning the head from left to right (for no or disagreement), or a
wave.

To fully understand the use of the strategies for effective interpersonal communication in
different situations, look at these examples:
A conversation of two classmates:
Erika: Hello Marty, did you hear about our new English Teacher?  Nomination
Marty: I did not hear about it.  Turn-Taking.
Erika: Her name is Miss Cruz. She will meet us later in our online class.  Restriction
Marty: Does it mean we will have two English teachers?  Topic Control
Erika: She will be our substitute teacher since Mrs. Sanchez is on sick leave.  Repair
Marty: Is that so? I hope she would be as nice as Mrs. Sanchez.  Turn-Taking.
Erika: I hope so, too. Will you attend our Zoom meeting later?  Topic Shifting
Marty: Yes, I will. See you there. Bye!  Termination
Erika: Goodbye!  Termination
Teacher and student phone call conversation:
Teacher: Hello, what can I do for you?  Nomination
Student: Hi Ma’am, may I ask about the activity for today?  Turn-Taking
Teacher: You need to write a letter to your parent.  Restriction
Student: Can you elaborate that, Ma’am?  Topic Control
Teacher: You need to write thank you letter to your parents. Write your letter on a sheet of
paper.  Repair
Student: Do I need to write a letter for my siblings too?  Topic Shifting
Teacher: The thank you letter is for your parents only. Repair
Student: Thank you, Ma’am.  Termination
Teacher: You’re welcome.  Termination

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Learning Competency with Code
Employ a variety of strategies for effective interpersonal communication (interview, dialog,
conversation) EN7OL-I0b1.14

Activity A
Directions: Determine the strategies for effective interpersonal communication observed in
each statement. Choose the correct answers from the box. Write your answers
on the answer sheet.
Nomination Restriction Turn-taking Topic control
Topic Shifting Repair Termination

1. ___________ Betty: Have you heard the news about the landing of NASA’S Perseverance
rover on Mars?
2. ___________ John: Was it about a new science rover which landed on Mars last Thursday?
3. ___________ Betty: Yes, do you know that the rover traveled in space for nearly seven
months before it landed on Mars.
4. ___________ John: What does it do in the orange planet?
5. ___________ Betty: Mars is called the red planet. Scientists hope that the rover would
collect Martian rock for a future basis back here on Earth.
6. ___________ John: Sorry about that.
7. ___________ Betty: By the way, are you done with our module in Science?
8. ___________ John: Yes, I submitted it yesterday.
9. ___________ 10. ___________ Betty: I guess I will finish mine as well. See you. Bye!
John: Goodbye!

Activity B
Directions: Read the following scenarios. Complete the dialogues by using the correct
strategies for effective interpersonal communication. Choose the correct answers
from the box then write them on the answer sheet.
Scenario I is done for you.
Yes, Nanay, I am sorry.
Mother: Did you eat the cookies?
Yes, I did.
Roberto: Yes, I did.
Mother: Next time, do not eat too much. Okay? No, it wasn’t me.
Roberto: Yes Nanay, I am sorry. You’re welcome, Nanay.

Scenario II: The teacher is giving instructions on how to do the activity. A student did not
hear it clearly.
Teacher: Share your thoughts on gender
Hello, Ma’am.
equality by drawing a poster on a short bond
Thank you so much.
paper.
You’re welcome.
Student: 1. _____________________, may I
Excuse me, Ma’am.
ask where will we draw the poster, Ma’am?
Teacher: Do your poster on a short bond paper.
Student: 2. __________________________.
Teacher: 3. _______________________.

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Scenario III: Carlos is sharing his favorite book with Jay. Jay wanted to borrow the book.
Jay: 4. ____________________?
Carlos: This is Ibong Adarna, my favorite book.
What is that?
Jay: 5. ________________________.
What is it all about?
Carlos: The story is a Filipino epic poem about
Where are you?
a magical bird.
Thank you.
Jay: 6. ____________! Will you lend me that
Sounds interesting!
book next time?
Sure!
Carlos: 7. _________________.
Jay:8. ______________________.
Scenario IV: Tina and Daisy are talking over the phone. Daisy could not hear Tina properly
because of the bad weather.
Tina: Hello Daisy, classes are suspended due
I’m sorry, can you repeat that?
to the typhoon.
Thank you.
Daisy: 9. ______________________________
Congratulations.
Tina: We do not have class today.
Goodbye.
Daisy: 10. _________________
Tina: You’re welcome. Take care, bye!

Activity C
Directions: Interview one of your family members on how to protect yourself from Covid-19.
Remember to use the strategies on interpersonal communication during the
interview. Submit your output through one of any of the following options.

For online/blended classes:

Option 1: Send the recorded video of the interview via Google Drive, FB messenger, or email.
Option 2: Write the interview with the questions and answers on a sheet of paper. Take a
picture and send it via Google Meet, FB messenger, email, text message.

For modular class:

Option 3: Write the interview containing all the questions and answers on a sheet of paper.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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 Rubric for Scoring Conduct of Interview
CRITERIA 4 3 2 1
Factual Four or more Three facts are Two facts are One fact is
information facts are included in the included in the included in the
included in the interview interview interview
interview
Accuracy All facts are Three facts are Two facts are One fact is
accurate accurate accurate accurate
Organization All information Information is Information is All information is
is well well organized well organized disorganized
organized in a with one minor with more than and difficult to
logical order error two errors follow
Message The message is The message is The message is The message is
clear and strong clear somehow clear unclear

References for Learners

Adair, John. Effective Communication. London: Pan Macmillan Ltd., 2003.

Ajmani, J. C. Good English: Getting it Right. New Delhi: Rupa Publications, 2012.
Collins, Patrick. Speak with Power and Confidence. New York: Sterling, 2009.
Moore, Ninja-Jo, et al. Nonverbal Communication: Studies and Applications. New York:
Oxford University Press, 2010.
Raman, Meenakshi & Sangeeta Sharma. Technical Communication: Principles and Practice.
Second Edition. New Delhi: Oxford University Press, 2011.

10. Thank you. 9. I’m sorry, can you repeat that?

Scene IV.

7. Sure! 5. What is it all about?

8. Thank you. 6. Sounds interesting! 4. What is that?
Scene III:

3. You’re welcome. 2. Thank you so much. 1. Excuse me, Ma’am.

Scene II:
Activity B.

10. Termination 5. Repair

9.Turn-taking 4. Topic Control
8. Turn-taking 3. Turn Taking
7. Topic shifting 2. Restriction
6. Repair 1. Nomination
Activity A.
Answers Key

Prepared:

MARY FLOR A. MERCADO

Secondary School Teacher III

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