11 English for Academic and

Professional Purposes
Quarter 1
A Novel Concept with Visuals/Graphic Aids
CS_EN11/12A-EAPPIg-j-24

GOVERNMENT PROPERT
NOT FOR SALE

English – Grade 7
Applied Subject – English for Academic and Professional Purposes
Supplementary Learning Material
Quarter 1 –Title: A Novel Concept with Visuals/ Graphic Aids
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 exploitation 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.) included in this Learner Material are owned by their respective
copyright holders. Every effort has been exerted to locate and seek
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The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary : Leonor Magtolis Briones
Undersecretary : Diosdado M. San Antonio

Development Team of the Module

Author : Marjorie D.G. Gregorio, MAEd

Language Reviewer: Fernando A. Dionisio, Jr.
Content Editor : Noime D. Villaverde
Illustrator : Alexander L. de Lazo, MAEd
Layout Artist : Marjorie D.G. Gregorio, MAEd

Management Team:

Gregorio C. Quinto, Jr., EdD

Chief, Curriculum Implementation Division

Rainelda M. Blanco, PhD

Education Program Supervisor - LRMDS

Agnes R. Bernardo, PhD

EPS-Division ADM Coordinator

Glenda S. Constantino
Project Development Officer II

Jay Arr V. Sangoyo, PhD

EPS – English

Joannarie C. Garcia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.goc.ph
 11
English for Academic and
Professional Purposes
Quarter 1
A Novel Concept with Visuals/Graphic
Aids
CS_EN11/12A-EAPPIg-j-24
 Introductory Message

For the Facilitator:

Welcome to English for Academic and Professional Purposes, Project Supplementary

Learning Material (SLM) Module on Applied Subjects in Senior High School.

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 the learners as they do the tasks
included in the module.

For the Learner:

Welcome to English for Academics and Professional Purposes Supplementary Learning

Material (SLM) Module on Applied Subjects in Senior High School.

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.

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
the module.
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correctly (100%), you may decide to skip
this module.

1
 This is a brief drill or review to help you link
the current lesson with the previous one.
In this portion, the new lesson will be
introduced to you in various ways; a 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
and understand new concepts and skills.
This comprises activities for independent
practice to solidify your understanding and
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 you learned from the lesson.
This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned.
This contains answers to all activities in the
module.

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 instructions 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!
Learning Competency: Presents a novel concept or project with accompanying
visuals/graphic aids. (CS_EN11/12A_EAPP-Ig-j-24 )

Specific Objectives:
1. Define what a novel is;
2. Explain a novel concept; and
3. Create visuals/graphic aids to present a novel concept.

Vocabulary: Identify the term being defined by each statement. Choose the letter of
your answer and write it on the space before each number.

_______ 1. It refers to ‘different to anything known before’.

a. project
b. idea
c. novel
_______ 2. It is about something new, interesting and after seeming slightly strange.
a. Story
b. Novel
c. Tragedy
_______ 3. It is the meaning of the Latin “novellus”.
a. new, young, fresh
b. meaty, spicy
c. Experimental ideas
_______ 4. It is a noun meaning piece of work.
a. project
b. presentation
c. illustration
_______ 5. A _______________ is intended to achieve a particular aim.
a. proposal
b. intention
c. project
_______ 6. _____________ is a piece of planned work or activity that is completed
one a period of time.
a. Continuous plan
b. Project proposal
c. Arts and Design
_______ 7. It can be a project to propose.
a. Watching a Tele-Serye
b. Climbing a mountain
c. Constructing a building or facility
 _______ 8. Implementing a new business process and marketing is an example
of_______________.
a. concept
b. principle
c. idea
_______ 9. It means acquiring a new or modified data system.
a. Novel concept
b. conclusion
c. information from a reading
_______ 10. It is a plan or intention.
a. decision making
b. retention
c. concept

Re-arrange the word/s found in the box to form a meaningful sentence. Write your answer
on the line provided for.

1. ____________________________________________________________________

for a is me idea
structuralism different

2. ____________________________________________________________________

center has to original idea

the firmly kept its

Innovatively, the word ‘novel’ is not just a very compelling one. A good concept goes
beyond the ordinary to offer something fresh and nothing if not generic and brand. It is
also different from anything known before. It is new, interesting and after seeming slightly
strange. A novel concept is planned carefully. In addition, it is intended to achieve a
particular aim: a research or construction project. (Brooks 2015)

A novel concept is a tool for data analysis and knowledge processing. It is a formal
concept analysis and has been applied to many fields. For senior high school students, it
is more on developing a new product or service. Structuralism, therefore, is very extensive
to plan, to design and should be careful to process within. The conception of any novel
concept or project is to help sell or publicize a commodity, yet to share in a public a new
concept in corporate and hospitable treats among students.
Note: Please provide concrete examples of the Novel Concepts for the learners’ better
comprehension of the concepts. Using Graphic Organizers may also give ease in
delivering this puzzling lesson. Please erase this note once revision has been done.

Examples of Novel Concepts with Visuals and Aids

1. Developing a new product/ service

a. Innovative projects
a.1 Novel task cards: The students will visit different task stations that
challenge them to analyze a text through different lenses.
a.2 Theme park project: It is to design a theme park based upon the literary
elements of a selection.
a.3 Book Headlines: It simultaneously reports key information. The
headline tells what the article is about.
a.4 Character Instagram: It is more on the social media platform. It also
allows users to create magazine artistically.
a.5 Novel Podcast Project: It is about creating a podcast episode on a book
novel of their choice.

2. A concept for constructing a Facility. A concept design represents the design

teams’ initial response to the project brief. It is followed by detailed design or
developed design during which all the main components of the building and how
they fit together are described.

3. A concept for designing a new transportation vehicle

a. The Action of transport is defined as a particular improvement of a thing
from point A (a place in space) to a point B.
b. Modes of transport include air, land (rail and road), water, cable, pipeline
and space. The field can be divided into infrastructure vehicle and
operations.

4. A concept for acquiring a new or modified data system

 a. The acquisition of information systems can either involve external servicing
or relying on internal development or modification.
b. It offers on demand access via internet to services furnished by a provider
that runs data contents with the plan for the long term.
c. It should support business initiative. That, on a long-term plan, there should
be the requirements of various individuals for data workers to top
management.
d. Essential applications are identified and project priorities are set.

5. Implementing a new business process

a. Implementation in putting up a business is a process of executing a plan on
policy so that a concept becomes a reality.
b. Business owners and managers should communicate clear goals and
expectations, and supply employees with the resources needed to help the
company achieve its goals.
c. Implementation of a plan, however, brings about change meant to help
improve the company to solve a problem. The changes can occur to
policies, organization, products, and services.

Independent Activity 1

True or False: Write T if the statement is true, F if false. Write your answer on the
line before each number.

_____ 1. The term ‘novel’ in writing a concept means “fresh and unique”.
_____ 2. A novel concept is a scientific tool for data analysis and knowledge
processing.
_____ 3. Writing a novel concept brings in fantastical elements.
_____ 4. A novel concept in any field is not just a very compelling one.
_____ 5. After approving a concept, a novel one is different from anything
known before.
______ 6. A novel concept for a field or study has main feature.
______ 7. A piece of plan will be completed in a long period of time.
______ 8. Innovative novel concept allows users to create imaginatively and
 artistically.
______ 9. Concept design represents teams’ initial response to the project.
______ 10. In a business novel concept, essential requirements are not clearly
identified.

Independent Assessment 1

Identify what is being referred to in the following statements. Write your answer on
the line provided before each number.

_______________ 1. An innovative plan that challenge the group in analyzing

a text through different lenses
_______________ 2. A novel project designing a theme based upon the
elements of a selected piece
_______________ 3. Another novel project about creating a podcast episode
_______________ 4. Focused on headline in a project which tells what the
article is about
_______________ 5. A social media platform that allows users to create
reading materials
_______________ 6. Represents the design teams’ initiative response to the
project brief
_______________ 7. It should be followed by detailed design
_______________ 8. The field in any novel project can be divided into
infrastructure and _____________.
_______________ 9. The acquisition of informal systems can either involve
external or _______________ development of the
project
_______________ 10. The process of executing plan or policy

Note: Add a new ‘Independent Activity 2’ which may be about a sample novel concept the
learner may analyze. For the ‘Independent Assessment 2’, you may opt to put an essay-
type task where the learner may express his/her thoughts on the novelty of the
concept/project given on the Independent Activity 2. Through these tasks, the second
objective – explain a novel concept – is addressed. Please erase this note once revision
has been done.

Independent Activity 2: Tell Me More!

Please read a text below or listen to the selection provided from project partner from
the institute of Environmental studies of FUA (Free University of Amsterdam)
imprex.eu/innovation/novel-concepts.

Text: Innovative/Improvised Novel Concept of the Impact and Risk Assessment with
the help of Imprex device.
 Hydro-meteorological risks such as floods and droughts can have huge
repercussions on the well being of human society, both in terms of human suffering
and economic impact. Risk assessment from the basis for decision making in the
management of hydro-meteorological risks. With risks assessment approaches
becoming more prevalent, there is a clear need for improved knowledge under
methods to address and assess the risks. In solution, Imprex further developed four
promising novel concepts related to hydro-meteorological risk assessment.

In addition to the meteorological development, the concepts were tested in

case study areas with stake holders in order to gain experience on their practical
applicability and to illustrate their usefulness for decision making.

Independent Assessment 2: Let Me Do It!

Graphic Organizer

Name:______________________________________________________________
Text:_______________________________________________________________

Write the topic of the text in the top line. Then, in the boxes below the details about
the topic.

Topic:______________________________________________________________

Let Me Plan!

Details of the concept Possible action/procedures

Independent Activity 3

Based on the given examples of novel concepts, list down five novel projects you
wish to design with corresponding examples of visual or virtual aids that correspond
to your chosen projects. An example here has been done for you.

Novel Project: Theme Park Project: Product designing with creative ideas
Visual aids: Graphic designing of ideas of dissection with positive results

Novel Projects Visual Aids

1.__________________________
2._________________________
3._________________________
4._________________________
5._________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________

Independent Assessment 3

State a particular novel project you wish to design. Write on the spaces your five
sentences series of plan on how to build it up.

Example: Team’s Park Designing. The group members will set an schedule pf
engagement about engineering ideas about bath soap shaping. The group leader
will get ideas from the internet of the dissection corner. Assign a lay out artist or
illustrator. The other members will promote the effective uses of the product.

1. ______________________________________________________________
_____________________________________________________________
_
-_____________________________________________________________

2. ______________________________________________________________
______________________________________________________________
______________________________________________________________
 3. ______________________________________________________________
______________________________________________________________
______________________________________________________________

4. ______________________________________________________________
______________________________________________________________
5. ______________________________________________________________
______________________________________________________________

Note: For all sections with essay-type tasks, please provide a sample (model) answer in
the perspective of a student. This will serve as a guide for the learner in accomplishing the
tasks and for the teacher who will check the module. Please erase this note once revision
has been done.

Note: What is the purpose of the picture above? I cannot see the relation clearly. If there
is none, this may be removed. Please erase this note once revision has been done.

Answer the following questions based on the lesson on Innovative and Business novel plan.
Write your answer on the line/s provided for.

1. How are novel task cards planned?

_________________________________________________________________________

2. What should be created on a podcast project?

_________________________________________________________________________
_________________________________________________________________________

3. What do business owners and managers should clear out to their

employees?
_________________________________________________________________________
_________________________________________________________________________

4. Give an example for the following novel concept:

a. Constructing facility _______________________________________
b. Designing a vehicle _______________________________________
c. Information system _______________________________________

5. As a senior high school student, what novel plan do you think you can
finish? What is your main concept?
_________________________________________________________________________
_________________________________________________________________________
Note: Though this task addresses the objective/s at hand, I suggest another task since
this type has been used in some portions of this module. Please consider another task
which will stimulate critical and creative thinking skills among the learners like creating a
flow chart (or any graphic organizer) of a Novel Project with sketching. Please erase this
note once revision has been done.

If you were to implement a novel project, what would you look into? What product would
you design? Sketch it in on a box provided to the left side. Explain the details in five
sentences on the big box to the right side.
Choose the letter of the best answer. Write your answer on the line before each number.
_______ 1. It is the process of executing a plan so that a concept becomes a reality.
a. plan
b. goal
c. implementation
_______ 2. It brings about change to improve the company to solve a problem
a. supplying resources as part of a novel plan
b. outreach program demanded by the manager
c. Continuous organizational plan
_______ 3. Example of the acquiring information system novel plan is____________.
a. Internet services
b. Verbal Communication
c. Prediction of the plan
_______ 4. On the basis of the long term corporate, what are the various
requirements.
a. Plans and equipment
b. data
c. variables
_______ 5. The action of transport is defined in a novel plan from point A to point B.
What is there in point A?
a. a place in a space
b. space for rent
c. customer demands
_______ 6. What does an information system novel conceptualize for?
a. Experimentation
b. A provider that runs data
c. Extraneous variables
_______ 7. It is a piece of planned work or activity.
a. Novel project
b. Tele-novela
c. Novel prize
_______ 8. What is the intended particular aim to achieve in a novel concept?
a. Prizes
b. Honorarium fee
c. A research-constructed project
_______ 9. It is a formal concept analysis in a plan
a. Novel concept
b. Awarded winning project
c. Engineering design
 _______ 10. It is not just a compelling one, but a great concept beyond the banal.
a. Honored heroes
b. Researchers
c. Novel concept in a field

Do a little research among your classmates. Lay out a plan about ‘Implementing a New In-
demand Business’. List down at least ten steps of the novel plan approved by all the
members of the group.

1.______________________________________________________________________
2.______________________________________________________________________
3.______________________________________________________________________
4. _____________________________________________________________________
5.______________________________________________________________________
6.______________________________________________________________________
7.______________________________________________________________________
8.______________________________________________________________________
9.______________________________________________________________________
10._____________________________________________________________________

A. What I Need to Know

B. What I Know
1. A 6. B
2. B 7. C
3. A 8. A
4. A 9. A
5. C 10. C

C. What’s In
1. For me, structuralism is a different idea.
2. The center has kept firmly to its original concept.
D. What’s New
E. What Is It
F. What’s More

Independent Activity 1 Independent Assessment 1

1. TRUE 1. Novel task cards
2. TRUE 2. Novel theme park
3. FALSE 3. Novel podcast
4. TRUE 4. Back headliners
Independent Activity 2

Answers may vary

Independent Activity 3

Answers may vary

 I.Assessment
1. A
2. A
3. A
4. A
5. A
6. B
7. A
8. C
9. A
10. C

J. Additional Activity
Answers may vary.
References

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write first class business correspondence: The handbook for
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Been, Marta. (1994). Say it right, write it right: a Secretary’s guide to
solving business communications problems. New Jersey, Prentice
Hall.
Burnett, Rebecca E. (1997), Technical Communication (4th ed.). Belmont,
CA: Wadsworth Publishing Company.
Crème, Phyllis and Lea, Mary R. (1998) Writing at University: A guide
for Students, Buckingham: Open University Press.
Coofer, Charles R. 2001. Martin’s guide to writing (3rd ed.) New York
St.; Martin Press.
Finegar, Edward (1999). Language: Its structure and use (3rd ed.)
Harcourt Brace College Publishers.
Harp, Bill and Brewer, Jo Ann (1996). Reading and Writing for the
connections (2nd ed.) Forthworth: Harcourth Brace College
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Maruis, Richard (1995). A writer’s companion (3rd ed.) New York:
McGraw-Hill, Inc.
Pearshall, Thomas E. (1997). The elements of technical writing. Boston
Allyn and Bacon.
Peregoy, Suzanne F. Boyle (2005). Reading, writing and learning in ESL
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Stoval, James Glen (2006). Writing for the mass media. (6th ed.). Pearson
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Vanalystyne, Judith S. (1990). Professional and technical strategies. New
Jersey: Prentice Hall.
Zaremba, Al;an Jay (2006). Organizational communication: Foundation
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Arnold, G.T. (2003). Media writer’s handbook. New York: McGraw-Hill.
Blicq, Ron & Moretto, Lisa (1999). Technically-write! (5th ed.). New
Jersey, Prentice Hall.
Brooks, B.S. Pinson J. & Wikon, J.G. (2003). Working with words. (5th
ed.). New York: Bedford/St. Martins.
Clark, R.P., & Campbell, C.C. (2002). The values and craft of American
Journalism. (3rd ed.) Gainesville: University Press of Florida.
Cristobal, Amadeo Pangilinan and Maura Consolacion Dela Cruz-Cristobal. Practical
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Faltado, Ruben E., Medardo B. Bombita, Helen B. Boholano and Angeline M. Pogoy.
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For inquiries or feedback, please write or call:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division