11/12

English Grade 11&12

Module 2

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English for Academic and Professional Purposes- Grade 11/12
Quarter 1 – Module 2: Different Academic Texts
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploration of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e. songs, stories, poems, pictures, photos, brand names, trademarks,
etc. are owned by the respective copyright holders. Every effort has been exerted to locate
and seek permission to us these materials from their respective copyright owners. The
publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Division of Lapu-Lapu City

Development Team of the Module

Writer’s Name : Melvin P. Villagorda, Jr.
Editor’s Name : Sarah Jean E. Alegado
Reviewer’s Name : Sarah Jean E. Alegado
Illustrator’s Name :
Layout Artist :
Plagiarism Detector Software: PlagiarismDetector.com
Grammar Software : CitationMachine.com
Management Team:
Schools Division Superintendent : Wilfreda D. Bongalos, PhD, CESO V
Assistant Schools Division Superintendent: Marcelita S. Dignos, Ed.D, CESE
Curriculum Implementation Division Chief : Oliver M. Tuburan, Ed.D.
EPSVR- English : Irene T. Pilapil
EPSVR - LRMDS : Teresita Bandolon
ADM Coordinator : Marigold Cardente / Jennifer S. Mirasol

Printed in the Philippines by Department of Education – Division of Lapu-Lapu City

Department of Education – Region VII Central Visayas
Lapu-Lapu City Division
Office Address: B.M. Dimataga St., Lapu-Lapu City
Tel No. (032) 410-4525
Email Address: oliver.tuburan@deped.gov.ph

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 11/12
ENGLISH FOR ACADEMIC AND
PROFESSIONAL PURPOSES

First Quarter – Module 2:

Different Academic Texts

iii
Introductory Message
For the facilitator:

Welcome to the English for Academic and Professional Purposes Module on

Different Academic Texts!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning 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 contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

For the learner:

Welcome to English for Academic and Professional Purposes Module on Academic

Texts!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

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This module has the following parts and corresponding icons:

This will give you an idea of the skills or

competencies you are expected to learn in
What I Need to Know the module.

This part includes an activity that aims to

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

This is a brief drill or review to help you link

the current lesson with the previous one.
What’s In

In this portion, the new lesson will be

introduced to you in various ways such as a
What’s New story, a song, a poem, a problem opener, an
activity or a situation.

This section provides a brief discussion of

the lesson. This aims to help you discover
What is It and understand new concepts and skills.

This comprises activities for independent

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

This includes questions or blank

sentence/paragraph to be filled in to process
What I Have Learned what you learned from the lesson.

This section provides an activity which will

help you transfer your new knowledge or
What I Can Do skill into real life situations or concerns.

This is a task which aims to evaluate your

level of mastery in achieving the learning
Assessment competency.

In this portion, another activity will be given

to you to enrich your knowledge or skill of

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 the lesson learned. This also tends retention
Additional Activities of learned concepts.

This contains answers to all activities in the

module.
Answer Key

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:

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 was designed and written with you in mind. It is here to help you
master the Academic Texts. The scope of this module permits it to be used in many
different learning situations. The language used recognizes 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 to correspond with
the textbook you are now using.

After going through this module, you are expected to:

1.Use knowledge of text structure to glean the information you need.
2. Identify academic texts.
3. Differentiate academic texts.
4. Analyze academic texts, audience and purpose.
5. Understand words to describe reading texts.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. These show the importance of a piece of research.

A. Case Study B. Reports C. Dissertations and Theses D. Articles

2. These describe changes or developments, e.g. within a company or social group.

A. Case Study B. Reports C. Dissertations and Theses D. Articles

3. These could be 80,000 words long for PhD students.

A. Case study B. Reports C. Dissertations and theses D. Articles

4. These are written for readers who have expert knowledge of a topic.

A. Reports B. Case Study C. Textbooks D. Articles

5. This is a good place to start your research.

A. Reports B. Case study C. Textbooks D. Articles

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6. This kind of academic paper you will probably have to write longer texts at
postgraduate level.
A. Case Study B. Reports C. Dissertations and theses D. Articles

7. A typical structure is as follows EXCEPT ONE.

A. Context (what is the focus, where, when?)

B. Findings/Main points

C. An account of how this changed over the period of time under investigation

D. Headings help the audience work through the text

8. The purpose of a particular academic text might be to:

A. Present and explain information

B. Persuade the audience to accept a new argument

C. Describe a process
D. All of the above.

9. This type of academic paper might have summaries or review quizzes.

A. Reports B. Case study C. Textbooks D. Essays

10.These help teachers to see what students have learnt and how deeply.

A. Reports B. Case study C. Textbooks D. Essays

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 What’s In

Spot the difference

There are seven differences between these two pictures.

MELVIN VASQUEZ/RD.COM, SHUTTERSTOCK

https://www.rd.com/list/spot-the-difference/
1. What have you learned on the activity?
2. How challenging is the activity for you?
3. How important to know the differences of the picture?

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 What’s New

Vocabulary Development

The following words are being defined for your better understanding.

Structure: To refer to the way the text is organized.

Audience: To refer to the author's intended readers of the text.

Purpose: To refer to the author's reason for writing the text.

Cite: To refer to an author or work in order to provide evidence or justification for

an argument, usually in an academic text.

Tone: The general attitude of a piece of writing.

Formality: The following of conventions.

Interpretation: An explanation or way of explaining.

Appendix: An extra section of writing at the end of a book or piece of academic

writing.

Context: The situation within which a thing exists or occurs, and that can help
explain it.

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 What is It

I. Understanding Types of Academic Text

Textbooks

Textbooks are specifically designed to help the learner. For example, they might
have summaries or review quizzes. Textbooks vary in style, tone and level
depending on their audience. They are a good place to start when learning about a
new topic.

Shorter student texts: essays

Student essays vary in length and formality, but they usually contain three
sections: Introduction, Main body, Conclusion. They usually need to include
citation of sources. Essays help teachers to see what students have learnt and how
deeply. Try to read examples of student essays in your discipline to become more
familiar with what is expected of you.

Longer student texts: dissertations and theses

You will probably have to write longer texts at postgraduate level. Longer texts
include dissertations (typically 10,000 to 20,000 words) at Master's level, and
theses (typically 60,000 to 80,000 words) at Doctor's level (PhD). These texts are
the result of a long period of reading, research and reflection – perhaps several
months or years. The structure and style varies across disciplines but is likely to
include the following:

Introduction
Background

Literature Review

Research Design/Methodology
Results/Findings

Discussion/Interpretation

Recommendations
Conclusion

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Research articles

Research articles are written mainly for a specialist audience – researchers,

academics and postgraduate students. They usually contain the following:

Introduction to the research

Literature review
Background to the research and method

Results or main findings

Discussion, including authors' interpretation of the results

Recommendations: ideas for future research

Conclusion

Bibliography
Appendix (optional) to give information such as tables of raw data from the
research

Case studies
Case studies may be found in any discipline, though they are most common in
disciplines such as business, sociology and law. They are primarily descriptive. A
typical structure is as follows:
Context (what is the focus, where, when?)

Description of the setting (person, company or place)

An account of how this changed over the period of time under investigation
Headings help the audience work through the text

Reports

The purpose of reports is to describe what happened (e.g. in a piece of research)

and discuss and evaluate its importance. Reports are found in different disciplines,
such as science, law and medicine. They typically include some or all of the
following:
Context/Overview (Title, Contents etc.)

Introduction

Methodology/Description of the event (e.g. piece of research)

Findings/Main points

Discussion/Evaluation

Conclusion
https://eas.epigeum.com/courses/eas/45/course_files/html/uta_3_10.html

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 II. Analyzing text: Different kinds/ types of academic texts, audience
and purpose

The term 'genre' refers to the typical structure and organizational patterns of a text,
its intended audience and its purpose.

All texts are written to communicate with a specific audience – this audience could
be experts, or it could be newcomers to the topic. The audience becomes part of a
community when interacting with the genre, based partly on what they expect from
it and their understanding of its purpose.

The purpose of a particular genre might be to:

● Present and explain information

● Persuade the audience to accept a new argument
● Describe a process.

At a greater level of detail, the purpose of a particular genre could be to:

Present a claim → offer citations to support the claim → provide explanation and
examples to help understanding → evaluate this material.

You will be able to manage your studies more effectively when you have developed a
good understanding of the main types of text you will read (and listen to), as well as
those you need to write (and speak).

What’s More

Read the four text extracts. In the questions which follow, you will be asked to
identify the Kind of academic text, Audience and main Purpose ('K – A – P') of each
text. Choose one of the possible answers, then write your answer on a separate
paper. Remember that you do not have to understand every word of the texts – just
focus on identifying the K – A – P.

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 Text 1

Sustainable transport for a large business: the case of Leeds Metropolitan

University

There were 2,287,540 students in UK higher education in 2004/2005. A high

percentage live away from home, or come from abroad (some 318,395) and they are
heavy consumers of transport. There were 109,625 full-time academic staff, and
51,030 part-time staff, plus many administrative and support staff. Higher
education is a large foreign currency earner. It is big business. But some
universities are massive, and equate with very large corporations both in their
financial turnover, and in the environmental footprint generated by their transport
activities.

Leeds Metropolitan University is a good example. It is one of the largest universities

in the UK, with 52,000 students and 3,500 staff. Its turnover is about £135 million
per annum. Of course, its economic impact is far larger than this, as the student
body is not an insignificant proportion of the total population of the city, and they
are all consumers and spenders. The university has three major campuses. One of
the campuses is on the edge of the city, on a restricted site. A second campus is
five miles north from the city centre, on an outstanding but inaccessible parkland
site, while a third campus is fifteen miles away in Harrogate.

Source: Wetherly & Otter, 2008, p.221

Essential Questions:

1. What kind of academic text is this?

A. Case study B. Research article C. Student essay

2. Who is the audience of this text?

A. Researchers
B. People who live in Leeds
C. Students in the discipline of the topic

3. What is the main purpose of this text?

A. To request a better transport system
B. To offer a detailed account of a particular organization
C. To encourage students to attend Leeds Metropolitan University

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 Text 2

What are the main effects of the global financial crisis of 2007-8? Discuss
with reference to at least two sectors of the global economy.

The global financial crisis of 2007-8 has had a number of major interrelated effects.
These effects are important and wide-ranging. This global financial crisis was
arguably the most major crises of its type since the great depression of the 1920s
and 1930s (Crotty 2009), and was caused by various factors including the US sub-
prime lending phenomenon, high consumer debt in many of the major advanced
economies, and banking practices. This essay examines the most serious effects
following the crisis and argues that their impact was not only financial and
economic but also social and environmental (Peters, Marland, Le Quere, Boden,
Canadell & Raupach 2012).

First and foremost the crisis was financial, but it was also social. In other words,
the impacts were felt by ordinary people in serious ways. For instance, there was a
significant tightening in the lending behaviour of banks in western economies,
particularly the USA and the UK. Many people were no longer able to get loans to
buy houses, with access to credit made more difficult.

4. What kind of academic text is this?

A. Textbook B. Case study C. Student essay

5. Who is the audience of this text?

A. Experts in the area of finance
B. Undergraduate students
C. A lecturer and/or other examiner

6. What is the main purpose of this text?

A. To demonstrate understanding for the purpose of assessment
B. To provide useful information for financial planners
C. To share the results of the writer's own research project

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 Text III

The role of grazing

Many of the world's greatest grasslands have long been grazed by wild animals,
such as the bison of North America or the large game of East Africa, but the
introduction of pastoral economies also affects their nature and productivity
(Figure 2.7) (Coupland, 1979).

Light grazing may increase the productivity of wild pastures (Warren and Maizels,
1976). Nibbling, for example, can encourage the vigor and growth of plants, and in
some species, such as the valuable African grass, Themeda triandra, the removal of
the coarse, dead stems permits succulent sprouts to shoot. Likewise the seeds of
some plant species are spread efficiently by being carried in cattle guts, and then
placed in favorable seedbeds of dung or trampled into the soil surface. Moreover,
the passage of herbage through the gut and out as feces modifies the nitrogen
cycle, so that grazed pastures tend to be richer in nitrogen than ungrazed ones.
Also, like fire, grazing can increase species diversity by opening out the community
and creating more niches.

Source: Goudie, 2006, p.30

7. What kind of academic text is this?

A. Dissertation or thesis B. Textbook C. Case study

8. Who is the audience of this text?

A. People who raise animals in Africa
B. Experts in the field of agriculture
C. Students in the discipline of the topic

9. What is the main purpose of this text?

A. To present and explain information on a topic, taken from multiple sources
B. To encourage farmers to practise grazing as a means to greater production
C. To share the results of an extensive research project with fellow experts

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 What I Have Learned

INDENTIFYING TEXT STRUCTURE

In this activity you are going to identify the structure of each academic text by
filling out information on the graphic organizer. Please write your answer on a
separate sheet of paper.

I.

ESSAYS

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II.
DISSERTATIONS AND THESES

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 III.

CASE
STUDY

What I Can Do

This activity will help you to develop your approach to academic texts.

Read the article and answer the following key questions to help you approach an
academic text:
1. What is the title of the text?
2. When was it published?
3. Who are the authors, and what do can you find out about them?
4. Who is the intended audience of the text?
5. How long is the text?
6. How is the text structured, e.g. does it have chapters/sections/headings/sub-
headings or sub-sections?

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Cebu City cases hit single-day high
June 30, 2020
THE Cebu City Health Department has logged 353 new coronavirus (Covid-19)
cases on Tuesday, June 30, 2020—the highest number, so far, reported in a single
day in Cebu City.
This eclipses the prior single-day record of 203 new Covid-19 cases reported on
June 16, 2020.
Tuesday’s new cases bring the total number of confirmed Covid-19 infections in
Cebu City to 5,494.
The City also reported 10 new recoveries, bringing the total number of recoveries in
the city to 2,723.
The number of deaths remained at 169, while the number of active Covid-19 cases
rose to 2,602.
The 353 new cases were spread out in 47 of the city’s 80 barangays, with four
cases having unverified addresses.
Barangay Guadalupe had the most number of new cases, with 44; followed by
Sambag 2 (27), Labangon (19), Lahug (18), Capitol (16), Mabolo (14), Tejero (14),
Sambag 1 (13) and Talamban (12).
Also reporting new cases were Barangays Apas (8), Bacayan (6), Banilad (4), Basak
Pardo (6), Basak San Nicolas (7), Barangay Luz (6), Buhisan (3), Bulacao (3),
Calamba (6), Camputhaw (6), Carreta (1), Cogon Pardo (7), Day-as (2), Duljo (1),
Ermita (1), Hipodromo (10), Inayawan (1), Kalubihan (1), Kalunasan (2),
Kasambagan (3) and Kinasang-an (9).
Other barangays with new cases were Lorega (3), Mambaling (6), Pahina Central (4),
Pardo (9), Parian (1), Punta Princesa (11), Quiot (7), San Nicolas Proper (3), San
Roque (5), Sto. Niño (2), Suba (1), T. Padilla (7), Taptap (7), Tinago (1), Tisa (9), and
Zapatera (2).
Cebu Province
Elsewhere, 37 new Covid-19 cases were reported in Lapu-Lapu City on Tuesday.
According to Lapu-Lapu City Mayor Junard “Ahong” Chan, the new cases came
from barangays Babag (2), Bankal (1), Basak (1), Buaya (1), Calawisan (13),
Canjulao (5), Gun-ob (3), Ibo (1), Mactan (1), Marigondon (2), Pajac (1), Pajo (1),
Punta Engaño (1) and Pusok (4).
Lapu-Lapu City now has a total of 604 Covid-19 cases, 129 recoveries and 20
deaths.
Chan called on barangay captains to roam their areas and reprimand those found
violating the city's quarantine protocols.
In Toledo City on the western coast of Cebu, five new cases were recorded on
Tuesday.

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One of the new cases is a 27-year-old man from Sta. Rosa, Laguna employed in a
private company in Toledo City, while another is his 62-year-old colleague who
hails from Bacolod City.
The patients are all in isolation and monitored by the City’s health personnel.
As of Tuesday, Toledo City recorded a a total of 23 Covid-19 cases, with two
recoveries and one death.
In Carcar City, southern Cebu, seven new cases were recorded on Tuesday,
bringing the total number of coronavirus infections in the City to 27.
The barangays with Covid-19 cases are Bolinawan (1), Can-asujan (3), Guadalupe
(1), Liburon (1), Napo (1), Ocaña (1), Perrelos (1), Poblacion I (5), Poblacion II (3),
Poblacion III (1), Tuyom (2) and Valladolid (7).
One new recovery was also recorded Tuesday, bringing the total count to three.
Three patients died.
Meanwhile, officials of Balamban town assured that confirmed cases of Covid-19 in
the municipality are being monitored and contact tracing is ongoing.
This came as four additional cases of Covid-19 were reported on Tuesday from
barangays Buanoy, Arpili, and Sta. Cruz.
As of Tuesday, Balamban reported a total of 11 Covid-19 cases, with two deaths
and one recovery.

First Covid-related death

In Badian, the southern town has recorded its first Covid-related death, a 54-year-
old male from Barangay Manduyong who was a dialysis patient at the Vicente Sotto
Memorial Medical Center.
Badian now has a total of six Covid-19 cases, with one death.
National tally
For the second day in a row, around 1,000 Covid cases were added to the
Philippines’ total case count. Of the 1,080 additional cases, nearly half or 468 came
from Central Visayas.
Health Undersecretary Maria Rosario Vergeire said the total cases of infection in
the country have reached 37,514.
She also reported 277 recoveries, which brought the total number to 10,233.
Eleven more patients died, raising the death toll to 1,266. Nine of these mortalities
died in June.
Of the 1,080 new cases confirmed in the last 24 hours, 858 were considered fresh
cases while 222 were late cases.
Among the fresh cases, 430 came from Central Visayas, 158 from the National
Capital Region (NCR) and 270 from other regions.

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Of the 222 late cases, 45 were from NCR or Metro Manila, 38 from Central Visayas
and 139 from other regions.
As of June 29, Vergeire said, the national case doubling time—or the length of time
it takes for cases to double—was 7.66. In Cebu City, the case doubling time was
faster at 7.47 days.
As of June 11, Vergeire said the reproductive number in the country was 1.3,
which means that an infected individual can infect more than one person.
Cebu City had a reproductive number of 2.16 as of June 10, Vergeire said, which
means an infected person transmitted the virus to more than two persons. (CTL,
RDR, MVI / SunStar Philippines)
https://www.sunstar.com.ph/article/1862049/Cebu/Local-News/Cebu-City-
cases-hit-single-day-high

Assessment

I. Multiple Choice. Choose the letter of the best answer. Write the chosen letter on
a separate sheet of paper.

1. This academic paper contains three sections: Introduction, Main body,

Conclusion.
A. Report B. Case study C. Textbook D. essay

2. These texts are the result of a long period of reading, research and reflection.
A. Reports B. Dissertations and theses C. Textbooks D. Essays

3. What is the correct structure of dissertations and theses?

A. Introduction- Literature Review- Research Design/Methodology-
Results/Findings- Discussion/Interpretation-Recommendations-Conclusion
B. Introduction- Background-Research Design/Methodology-Results/Findings-
Discussion/Interpretation-Recommendations-Conclusion
C. Introduction- Background- Literature Review- Research Design/Methodology-
Results/Findings- Discussion/Interpretation-Recommendations-Conclusion
D. Introduction- Background- Literature Review- Research Design/Methodology-
Results/Findings- Discussion/Interpretation-Conclusion

4. These are written mainly for a specialist audience – researchers, academics and
postgraduate students.
A. Reports B. dissertations and theses C. Textbooks D. Research articles

5. The purpose of this academic text is to describe what happened (e.g. in a piece of
research) and discuss and evaluate its importance.
A. Reports B. Dissertations and theses C. Textbook D. Research article

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6. Which is not part of the report?
A. Introduction C. Context/Overview (Title, Contents etc.)
B. Literature review D. Conclusion

7. What is the correct structure of a report?

A. Context/Overview - Introduction Methodology/Description of the event-
Findings/Main points-Discussion/Evaluation-Conclusion
B. Context/Overview -Findings/Main points-Discussion/Evaluation-Conclusion
C. Introduction Methodology/Description of the event-Findings/Main points-
Discussion/Evaluation-Conclusion
D. Context/Overview - Introduction Methodology/Description of the event-
Conclusion

8. This kind of academic paper you will probably have to write longer texts at
postgraduate level.
A. Case Study B. Reports C. Dissertations and theses D. Articles
9. The purpose of a particular academic text might be to:
A. Present and explain information
B. Persuade the audience to accept a new argument
C. Describe a process
D. all of the above.

10. These describe changes or developments, e.g. within a company or social group.

A. Case Study B. Reports C. Dissertations and theses D. Articles

Additional Activities

Focusing on vocabulary

Choose one of the possible answers from the box menu. Write your answer on a
separate sheet of paper.

structure tone genre interpretation

context formality appendix purpose audience

1. The reason why an author wrote a text is the ____________ of the text.

2. If one text is serious and another is funny, they can be described as being
different in _________.
3. Textbooks, essays and reports are three examples of _________.

15
4. An analysis of the meaning and importance of a text is the authors __________ of
the text.
5. The _________ of a piece of research shows the background to the research, why
it was done, and what previous researchers have found.

6. The language in a research article often has a higher level of __________ than the
language in a textbook.

7. Information like research data is often found at the end of a text in an

___________

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 17
What I Have Learned Additional Activity
Essay
Introduction Purpose
Main body Tone
Conclusion Genre
dissertations and theses Interpretation
Introduction Context
Background Formality
Literature Review Appendix
Research Design/Methodology
Results/Findings
Discussion/Interpretation
Recommendations
Conclusion
Case studies
Context (what is the focus, where, when?)
What I Know What's More Assessment
b D
a
c A B
d
C C
c
c B D
b
d C A
c
d C B
A A
B C
C D
A A
A
Answer Key
References
https://www.rd.com/list/spot-the-difference/
https://eas.epigeum.com/courses/eas/45/course_files/html/uta_3_10.html
https://www.sunstar.com.ph/article/1862049/Cebu/Local-News/Cebu-City-cases-hit-single-day-
high
https://104eng.wordpress.com/organizing-your-ethnographic-essay/
http://depedsouthcotabato.org/wp-content/uploads/2020/07/Enclosure-No.-3-to-DM-CID-No.-081-s.-2020-Key-Stage-JHS-
SLM-Template.pdf
https://www.slideshare.net/lhoralight/music-grade-3
https://www.slideshare.net/edithahonradez/pe-3-teachers-guide
https://www.officialgazette.gov.ph/1997/06/06/republic-act-no-8293/
http://depedsouthcotabato.org/wp-content/uploads/2020/07/Enclosure-No.-3-to-DM-CID-No.-081-s.-2020-Key-Stage-JHS-
SLM-Template.pdf
https://www.slideshare.net/lhoralight/music-grade-3
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https://fliphtml5.com/rslz/ddgv/basic
https://www.slideshare.net/lhoralight/music-grade-3
https://www.slideshare.net/dionesioable/biology-m1-nature-of-biology-25875023
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https://www.bartleby.com/essay/Methods-of-Qualitative-of-Data-Collection-P3BBKCZEKRYYS
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https://www.wordreference.com/es/translation.asp?tranword=keep%20track%20of
https://nursingwritingservices.net/describe-what-you-learned-from-the-domain-3/
https://www.reddit.com/r/classicwow/comments/i26h9z/addon_or_aura_to_keep_track_of_the_respawn_timers/
https://www.daniweb.com/programming/web-development/threads/408524/how-to-keep-track-of-the-questions-in-a-
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http://depedsouthcotabato.org/wp-content/uploads/2020/07/Enclosure-No.-3-to-DM-CID-No.-081-s.-2020-Key-Stage-JHS-
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https://www.slideshare.net/dionesioable/biology-m1-nature-of-biology-25875023

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For inquiries or feedback, please write or call:

Division of Lapu-Lapu City

Department of Education
B.M. Dimataga St., Lapu-Lapu City
Tel #: (032) 420-4525
Email: oliver.tuburan@deped.gov.ph

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