SOUTHERN DE ORO PHILIPPINES COLLEGE

JULIO PACANA, LICUAN ST.,

CAGAYAN DE ORO CITY

ENGLISH FOR ACADEMIC

AND PROFESSIONAL
PURPOSES

PREPARED BY: KIM M. LABRADOR

 Activity Sheets
(First Quarter)

TABLE OF CONTENTS

WEEK ACTIVITIES
1 DAY 1:
GENERAL ASSEMBLY 1. Orientation on the vision, mission and goals of
 DepEd
2. Orientation on the vision, mission, goals,
programs, thrusts and policies of the school
3. Tour of the school offices and facilities
4. Communication of the Course expectations

DAY 2:
GRADE LEVEL 1. Discussion on Child Protection Policy
2. Discussion on Gender and Development

DAY 3:
CLASS LEVEL 1. Overview of the K-12 Program
2. Benefits of taking the following tracks:
 College
 Employment
 Entrepreneurship

DAY 4:
STUDENT LEVEL 1. Commitment of the students for the academic
year
2. Settings of Expectations

2 CLASSROOM
ORIENTATION 1. Subject Orientation
2. Expectations from the students, teachers, school
and curriculum
3. Classroom Policies
 Grading System
 Attendance
 Rules and Regulations
 Course Requirements
4. Overview of the content of the first quarter and
semester as an Introduction to the subject
5. Agreement on advance reading of the subjects

LEARNING PERFORMANCE
WEEK CONTENTS
COMPETENCIES STANDARD
3 Reading The learner… The learner…
Academic Texts
1. determines the structure produces a detailed
of a specific academic abstract of information
text gathered from the
2. differentiates language various academic texts
used in academic texts read
from various disciplines
3. explains the specific
ideas contained in
various academic texts
 4. uses knowledge of text
structure to glean the
information he/she
needs
5. uses various techniques
in summarizing a variety
of academic texts
6. paraphrases/ explains a
text using one’s own
words
7. writes a
précis/abstract/summar
y of texts in the various
disciplines
4–7 Writing the Reaction 1. forms opinions based 1. produces an
Paper/Review/ Critique on facts objective
3. cites specific sources to assessment of an
support claims event, a person, a
4. presents ideas place or a thing.
convincingly
2. writes a
5. uses the appropriate comprehensive
language for a specific review /reaction paper:
discipline  Performance Arts,
6. raises legitimate, Play, Dance, Sports,
contrary views in an etc.
appropriate manner  Film
 Participation in a
religious or community
festival
 Art Exhibit
2. Critics graphic
designs

8 – 11 Writing Concept Paper 1. defines what a concept produces a well-

paper is balanced concept
2. determines the ways a paper in a specific
writer can elucidate on a discipline
concept by definition,
explication and
clarification
3. identifies situations in
which a concept paper
 may be effectively used
to improve our society
4. comprehends various kinds
of concept papers
5. presents a novel concept or
project with accompanying
visuals/ graphic aids

12 – 15 Writing the Position Paper 1. defines what a position 1. presents a

paper is
2. identifies situations in
which a position paper
may be effectively used
in our present society
3. gathers manifestoes and
analyzes the arguments
used by the writer/s
4. defends a stand on an
issue by presenting
reasonable arguments
supported by properly
cited factual evidences
convincing position
paper based on
properly cited factual
evidence
2. produces an
insightful statement of
principles and reasons
for establishing a
student organization,
coming up with a group
exhibit of creative
works, etc.

5. writes various kinds of

position papers

Sources: K to 12 Senior High School Core Curriculum – Oral Communication in Context December 2013 DepEd