Learning Resources Management and Development System

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

Quarter 1 – Week1- Week 2
Name: ____________________________________________________ Score: _____________________
Grade and Section: ________________________________________Status: ____________________
Date Received: ____________________________________________ Date Returned: ____________
PERFORMANCE TASK
Content Standard:
 The learner acquires knowledge of appropriate reading strategies for a better understanding
of academic texts
Performance Standard:
 The learner produces a detailed abstract of information gathered from the various academic
texts read.
MELC:
 Use various techniques in summarizing a variety of academic texts.
CS_EN11/12A-EAPP-Ia-c-5

PERFORMANCE TASK 1: SUMMA-WRITERS

CONTEXT/SITUATION

Today, you are playing a role of a campus journalist. A campus journalist devotes
himself/herself in making reports on the important events that happened in the campus and the
community. To be able to present an information with your fellow students in the lightest way,
you will be writing a summary of an article using the different techniques that were discussed
in this lesson. Use the spaces provided for your writings.

Article #1: Why Do They Say That Our English Is Bad? By Grace M. Saqueton

English teachers in the Philippines often find themselves in a very frustrating situation - no
matter how hard they try to teach the rules of written English to their students, students still
commit errors in word order, word choice, subject-verb agreement, tenses, prepositions, articles,
punctuations, and the like. Teachers get frustrated when they hear or read sentences such as
“They decided to got married”, “What did the students watched?” or “Ana go to the canteen.” It is
also alarming because the rules that apply to these sentences are supposedly simple rules that
the students should have learned in grade school. Yet, here they are in college, still committing
those same errors.

Source: Grace M. Saqueton and Marikit Tara A. Uychoco, English for Academic and Professional Purposes,
(Manila: Rex Book Store, Inc., 2016), 4.

TASK/CHALLENGE: SUMMA-WRITERS!
Directions: Supply the SAAC Method with the necessary data from the article, then use the four SAAC cues
to write a summary of the article in a paragraph form. A set of rubric is provided for grading your output.
Use a whole sheet of yellow paper for your answers.

Description of the SAAC Method:

 State: Name of the Article, Book, or Story

 Assign: Name of the Author
 Action: What the author is doing (example: tells, explains)
 Complete: Complete the sentence or summary with keywords or important details

SABNAHIS_LRMDS_EAPP_12_Q1_Week 1- Week 2 CRISTINA F. PASTORES

 Your Data:
 State: _______________________________________________________________________________________
 Assign: _____________________________________________________________________________________
 Action: _____________________________________________________________________________________
 Complete: __________________________________________________________________________________

Your Summary:

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
___________________________________________________________________________________

PERFORMANCE TASK 2: SUMMA-REPORTERS

Article #2

Source: Khryza Ashley Z. Magtoto, “Living a Life with Albinism”, The Apo Reef, October 2019, 14.

TASK/CHALLENGE: SUMMA-REPORTERS!
Directions: Supply the 5W’s + 1 H table with the necessary data from the article, then use the six cues to
write a summary of the article in a paragraph form. A set of rubric is provided for grading your output. Use
a whole sheet of yellow paper for your answers.

Description of the 5W’s + 1H Method:

 Who is the story about?
 What did they do?
 When did the action take place?
 Where did the story happen?
 Why did the main character do what he/she did? Week
 How did the main character do what he/she did?

SABNAHIS_LRMDS_EAPP_12_Q1_Week 1- Week 2 CRISTINA F. PASTORES

 Your Data:
 Who? ____________________________________________________________________________________
: Summarizing
 What? ___________________________________________________________________________________
 When? ___________________________________________________________________________________
 Where? ___________________________________________________________________________________
 Why? ____________________________________________________________________________________
 How? ____________________________________________________________________________________

Your Summary:

__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
___________________________________________________________________________________________________

: Summarizing
Nearing
Proficient Advanced
Components Proficiency
2 pts 3 pts
1 pts
Some information Almost all of the key All information is
was correct. There pieces of information correct and represents
were places that it is are correct. what the original
Accuracy of
evident the student contained.
Information
did not fully
understand what
they had read.
It is difficult to The information is All information is
understand the clearly written and is clear to understand.
meaning of what is understandable. There There is a connection
written. Many is a flow to most of the between all ideas
Content Clarity disjointed thoughts. thoughts and ideas. presented and the
Flow and continuity Some connections flow of thought makes
is lacking. between it very
ideas/sentences are understandable.
evident.
Some of the Most of the sentences All of the sentences
sentences are in the are in the student's are in the student's
student's words. words. words. Some original
Original Thought
Some are exactly as thought is shown by
written in the elaborating on topic.
original text.
Only some Most sentences show All sentences are
sentences show correct grammar and grammatically correct,
Sentence Structure correct grammar structure. show good sentence
and structure. structure and correct
spelling.
Rated by:
Feedback: ______________________________________________________________________

Source: Noemi M. Abellanosa and Emmalyn L. Achacoso, “English for Academic and Professional Purposes”,
(Region X-Northern Mindanao: DepEd-ADM, 2020), 42.

Prepared by: Reviewed and quality assured by:

CRISTINA F. PASTORES MARILIE A. ZURITA

ABM-SHS DEPARTMENT ABM Coordinator
SABNAHIS_LRMDS_EAPP_12_Q1_Week 1- Week 2 CRISTINA F. PASTORES