English for Academic and Professional Purposes

LEARNING PARTNER IN
ENGLISH FOR ACADEMIC
AND PROFESSIONAL
PURPOSES

MR. DENMARK LACAP

MS. KIM MARJORIE S. JESALVA
MS. MERRY JAINE M. LIWANAG

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English for Academic and Professional Purposes

LESSON 3: READING TEXTBOOKS IN NATURAL

AND SOCIAL SCIENCES

LEARNING OBJECTIVES
At the end of this learning experience, you should be able to:
1. determine the structure of a textbook in the natural and social
sciences;
2. describe the language used in natural science and social science
textbooks;
3. explain the specific ideas found in natural science and social
science textbooks;
4. use knowledge of the structures of textbooks in natural and social
sciences to glean the information you need; and
5. identify the main idea of a chapter from a social or natural science
textbook.

KEY CONCEPTS
3.1 Nature of Knowledge in the Natural and Social Sciences
3.2 The Language of the Natural and Social Sciences
3.3 Sample Textbooks in the Natural and Social Sciences

OVERVIEW
The term Science has been broadly used to refer to a range of disciplines that involves
the process of discovery. When we were in elementary, what usually enters our mind when we
hear science is the study of the natural world – how seasons change, parts of a flower, life cycle
of a frog, matter and energy, and so forth. However, at some point in our academic careers, we
started hearing the term social sciences which may refer to disciplines such as economics,
sociology and history. In this lesson, we will discuss the structure of a natural science textbook
which is concerned with the description, prediction and understanding of natural phenomena;
and social science textbook which primarily discusses academic disciplines that study human
society.

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GETTING STARTED

DIRECTIONS: Look at the topics listed below. Try to identify the academic discipline (Natural
Science or Social Science) where each of the topic belongs. Cite a brief reason for making such
a choice. ENJOY LEARNING!

b. Why are c. An exploration

a. The COVID
Filipinos fond of of whether the 13th
Report of UP
folklore and star - Ophiuchus is
Research Team
amulets? real.

e. The economy of
d. How did the
the Philippines
British establish a
during the COVID-
global empire?
19 pandemic

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GETTING DEEPER

The Nature of Knowledge in the Natural and Social Sciences

Both the natural and the social sciences were labelled as such because the knowledge
presented in these fields has been produced as a result of a rigorous application of the
scientific method. The data presented in such fields are expected to be empirical (based on
observation/experience) in nature and had been reviewed by experts in order to ascertain
their credibility. Through continued research, the insights promulgated by these two
disciplines may improve or even change over time if proven that another paradigm better
explains a given phenomenon. The difference between the two, however, is that the natural
sciences are concerned with natural phenomena and physical variables while the social
sciences deal with the behavior of individuals and communities.

The Language of the Natural and Social Sciences

Given the objective (based on facts) nature of the natural and social sciences,
academic materials in the said fields are usually written in a detached manner. This means
that an author’s personal opinions, suggestions and other expressions are avoided in order
to create an impression that the data presented will hold true regardless of whoever is telling
it. The pieces of information are also usually presented in a deductive manner (general to
specific). The principles are first presented and then later on backed up with concrete and
specific pieces of evidence.

Natural Science vs. Social Science

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A Sample Textbook in Natural Science

A. CHAPTER OPENER
HEADING
It is comprised of the chapter
number and the chapter title.
By looking at the title, it
gives us an idea of what is to
be discussed.

BRIEF EXPLANATION
This is presented in order to
set the expectations of the
readers.

SIDEBAR
This enumerates the specific
questions to be answered in
the section as well as their
sequence.

PICTURE
It serves as the visual
representations of the
principles and
applications tackled in
the chapter. In the natural
sciences, this is more
important as these may
serve as an aid when
conducting a physical
investigation of a
phenomenon.

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B. LESSON OPENER

LESSON OPENER
It includes the number and
the title of the lesson. The
title is phrased as a
question to provide a focus
for the students. The title is
specific and descriptive in
order to accurately set the
parameters of the lesson.

SCIENCE PRINCIPLE/
MAIN IDEA
This serves as an anchor to
the succeeding discussions
in the chapter.

PICTURE
It directs the discussion in
the lesson, stirs readers’
interests and shows
specific applications of the
principle discussed.

CAPTION
It provides crucial
information on how the
science principle
applies to the object
being shown in the
picture.

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C. LESSON PROPER SECTION HEADING

It indicates the specific
aspect of the lesson being
dealt with in the
succeeding discussion.

ILLUSTRATION
It provides the visual
representation of the
concept being discussed in
the body of the lesson.

BODY OF THE LESSON

It provides a thorough
discussion of the concept
at hand. Examples are
also provided in order to
help you understand how
a particular science
principle works.

LABEL
It provides a conceptual
reference to what the
pictures stand for.

CAPTION
It is used to describe the
picture.

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D. ASSESSMENT TOOLS

Conducting laboratory
experiment is a common
assessment tool in
natural science
textbooks.

In science, an experiment
or laboratory activity is
conducted to test a
hypothesis. Thus, it is
important that at the end
of the chapter, one is
conducted to confirm
whether the proposed
hypothesis is valid or not.

GUIDE QUESTIONS
These are designed to
help you understand how
a science principle
works in the real world
by asking for the results
you obtained in the
experiment and linking it
with the theories and
principles behind it.

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A Sample Textbook in Social Science

A. UNIT OPENER

PICTURES
Similar in natural sciences, it
also has pictures in the unit
opener. But, unlike in natural
sciences, these are not
applications of principles.
Rather, they may either be
remnants (remains) of a culture
tackled in the unit or depictions
of certain historical or social
events.

UNIT NUMBER and

TITLE
These are indicated to
situate the discussion in
the unit and its proper
context and sequence.

UNIT DESCRIPTION
It serves as an abstract or
summary of what the unit is
about. The first paragraph
provides the period in history
to be tackled in the unit. It
sets the expectations of the
readers and provide the scope
and limitations of the unit.
The succeeding two
paragraphs, on the other
hand, tell of the specific
topics covered in the unit.
They also contain some
details as to how these topics
will be discussed.

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B. CHAPTER OPENER __ __ __ __ U __ E
It tells an important historical
icon in the civilization being
discussed. In the case of this
sample lesson, it is the
Trojan Horse, the Greek’s
key to victory during the
legendary Trojan War.

LESSON OBJECTIVES

These are the skills that

students are expected to
manifest after going through
the lesson. Assessment tools
such as exams are based on
these. Thus, if you know
them by heart, you would be
able to easily recall the
information you need.

LESSON NUMBER
and TITLE

These indicates the coverage of

the lesson.

FIRST PARAGRAPH
This contains its thesis
statement. Here we can find an
overview of what will be
tackled throughout the lesson.

__ __ B T __ __ __ E
It marks the beginning of the
discussion on a subtopic in the
lesson.

The succeeding paragraphs constitute

the body of the lesson. In this portion,
facts, figures and insights from
important people are given in support
of the thesis statement.

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C. LESSON PROPER M __ __ __
These are commonly found in
history textbooks and other
materials in social sciences. They
can help locate specific places
where historical events transpired.
They also provide information on
the kind of life people had since
geographical location and
topographical features influence a
community’s behavior. Moreover,
they can also help you visualize the
discussion in the textbook.

BIBLIOGRAPHIC
CITATION
It serves to help you locate
where a piece of information,
a material or an image is
found. Furthermore, we also
uphold the principle of
academic honesty when we
cite sources.

This is the continuation of the

body of the lesson. This
portion is still in congruence
with the thesis statement and
objectives.

FOCUSING QUESTION
It aims to highlight certain
aspects of the text that the
author deems important.
Information found in social science textbooks
are presented either chronologically or
thematically. If it’s chronological, events are
narrated in sequential order. If it’s thematic,
issues are tackled according to categories
they fall under. Knowing how the ideas are
presented will help you track the flow of
information and pinpoint the specific details
you need to note.

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D. LESSON SYNTHESIS BULLET POINTS

These serve to recapitulate
and synthesize the important
points of the lesson. This,
however, should not be seen
as substitute to reading the
entire text, for the important
insights about each point are
expounded in the body of the
lesson itself.
VALUING QUESTIONS
These aim to highlight the
importance of the lesson in day-to-
day life. They are also intended to
connect the contents of the lesson
with the current context of the
students. Remember that by
studying history, we become better
equipped in shaping the future.

GAP-FILL ACTIVITY
It aims to refresh some important
terms introduced in the lesson. It
may be answered either before
reading the actual lesson to set the
students’ expectations or at the end
to check whether or not students do
understand what they have read.

Using context clues

will help you either
unlock the meaning of
certain words or select
the best word to complete
a sentence. Sometimes, a
synonym or an antonym
is already given within a
sentence. Analysis is
the key.

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E. ASSESSMENT
DISCUSSION QUESTIONS
These are designed to help you
come up with a comprehensive
understanding of the lesson’s
contents. Although they are
usually written at the end of the
chapter, these may be read even
before dealing with the lesson
itself so that you will be guided
accordingly. If answered at the
end of the lesson, these can serve
as comprehension checks.

Assessment tasks
in social sciences
are usually
comprised of
essay and/or oral
examinations.

The Venn diagram is just one of

the types of graphic organizer
that will enable you to come up
with a bird’s eye view of the
lesson. Use only key words in
producing one; doing so will
help you organize your thoughts.

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WORD POWER

LESSON 3: Reading Textbooks in Natural and Social Sciences

Name: Teacher:
Section: Score:

DIRECTIONS: On the space provided, write down the word or terminology being described.
You may choose among the words given in the word cloud.

SUBTITLE

SUBTITLE

_______________1. It provides an overview of the lesson.

_______________2. It is the art of presenting ideas in writing or speaking.
_______________3. It is the label found below the picture.
_______________4. It is a visual representation of the concept being discussed.
_______________5. This diagram shows how the ideas presented in a chapter are related to each
other.
_______________6. It contains the subtopics to be dealt with a particular lesson.
_______________7. It signals the beginning of a unit in a textbook.
_______________8. These are words in a sentence that provide clues to unfamiliar terms.
_______________9. In this order, ideas or events are presented in a sequential manner.
_______________10. The concepts are presented according to what subtopics or categories they
belong.

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LET’S PRACTICE

LESSON 3: Reading Textbooks in Natural and Social Sciences

Name: Teacher:
Section: Score:

DIRECTIONS: Try to think of your reading habits. Do you think that you ought to read more or less
of academic texts? Provide an explanation for your answer. Write it on the space provided below.
YOU CAN DO IT!
Your output will be graded based on the given scoring rubric below:

CONTENT 10 points
ORGANIZATION OF IDEAS 10 points
GRAMMAR 10 points
TOTAL 30 points

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CHALLENGE

LESSON 3: Reading Textbooks in Natural and Social Sciences

Name: Teacher:
Section: Score:

DIRECTIONS: Based on what you have learned, answer the activities below. KEEP GOING,
WE’RE ALMOST DONE!

A. Short Essays. Based on what you have learned, answer each of the following questions briefly.
Use the space provided below.

1. What is scientific method? What is its importance in the natural and social sciences?
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2. Describe the language used in natural and social science textbooks.

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3. How can knowing the structure of a textbook help a reader locate a specific information?
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4. What is a paradigm and when does it change?

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5. How important is a picture in the textbooks for both sciences?

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B. Ready, Set, Draw. Illustrate the similarities and differences of the structure of a natural
science and social science textbook using a Venn Diagram.

Your output will be graded based on the given scoring rubric below:

CONTENT 10 points
CLARITY OF ILLUSTRATION 10 points
NEATNESS 5 points
TOTAL 25 points

Natural Science Social Science

NOTES
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