Republic of the Philippines

Department of Education
REGION VIII
SCHOOLS DIVISION OF LEYTE
ALANGALANG NATIONAL HIGH SCHOOL

DETAILED LESSON PLAN

Teacher TERESITA C. NARIDO Grade Level 12

Teaching Date THURSDAY (AUGUST 29,2022) Learning Area ENGLISH FOR
ACADEMIC
AND
PROFESSIONAL
PURPOSES
Teaching Time (TBA) Quarter 1ST QUARTER –
1ST SEMESTER

I. OBJECTIVES
A. Content Standards The learner acquires knowledge of appropriate reading strategies for a better
understanding of academic texts.
B. Performance The learner produces a detailed abstract of information gathered from the various
Standards academic texts read.
C. Learning The learner determines the structure of a specific academic text.
Competencies/Objective (CS_EN11/12A-EAPP-Ia-c-2)
s
(Write the LC code for
each)
II. CONTENT ACADEMIC TEXT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide English for Academic and Professional Purposes
pages
2. Learner’s Guide
pages
3. Textbook pages Learning Activity Sheets (LAS) – English for Academic and Professional Purposes pp.
1-22
4. Additional
Materials from Learning
Resource (LR) portal
B. Other Learning Book, Chalk, Visual Aids, Pictures, Laptop, PowerPoint Presentation, LED TV
Resources
IV. PROCEDURES
A. Reviewing previous Preparatory Activities:
lesson or presenting the 1. Prayer
new lesson 2. Marking the attendance
3. Reminding the learners of the classroom safety protocols
4. Reviewing the past lesson

B. Establishing a Activity: Look and Share!

purpose for the Lesson
1
 PRE-TEST
Directions: Choose term below that best match each of the following definitions. Write
your answer in the blank provided.
____1. is used when writing professional or academic texts.
____2. is used when writing personal emails and text messages.
____3. is a word or phrase that has been shortened by dropping one or more
letters.
____4. is a way of softening the language by making the claims or conclusions
less absolute.
____5. is a combination of words (verb + preposition or verb + adverb) that
when used together, usually take on a different meaning to that of the original
verb.
____6. is a word formed from the initial letter or letters of each of the
successive parts or major parts of a compound term.
____7. is a name or term formed from the initial letters of a group of words and
pronounced separately.
____8. is the method of human communication.
____9. is the language needed by students to do the work in schools.
____10. is nonfiction writing produced as part of academic work.

Language Hedging Contraction Acronym Phrasal verb

Academic Formal Initialism Informal Academic

Writing language language language

C. Presenting Ask:
examples/instances of
the new lesson. What is language?
(Students are encourage to share their opinions/incites regarding language)

 Language is a system of arbitrary, vocal symbols that permit all people in a

given culture, or other people who have learned the system of that culture, to
communicate or to interact (Finocchioro, in Ramelan 1984).
Basically, it is a means communication. People can understand and can communicate
with one another through the use of language.

D. Discussing new Ask:

concepts and practicing Language has two styles depending on its purpose.
new skills # 1
Informal
 Informal language is more casual and spontaneous.
 It is used when communicating with friends or family either in writing
or in conversation.
 It is used when writing personal emails, text messages and in some
business correspondence.
 Its tone is more personal than formal language.

Formal
 Formal language is less personal than informal language.
 It is used when writing for professional or academic purposes like
university assignments. Thus, it does not use colloquialisms,
contractions or first-person pronouns such as ‘I’ or ‘We’.

E. Discussing new Ask:

2
 concept and practicing What are the main language features of academic texts:
new skills # 2
1. Avoid using contractions
Informal: The improvements can’t be introduced due to funding
restrictions.

Formal: Improvements cannot be introduced due to funding

restrictions.

Informal: I don’t believe that the results are accurate.

Formal: The results are not believed to be accurate.

2. Avoid using phrasal verbs/ two-word verbs

Informal: The balloon was blown up for the experiment.

Formal: The balloon was inflated for the experiment.

Informal: The patient got over his illness.

Formal: The patient recovered from his illness.

3. Avoid using colloquial words and expressions

Informal: The mob was very rowdy during the protest against
cuts to university funding.

Formal: The crowd was very rowdy during the protest against
the cuts to university funding.

Informal: It was raining cats and dogs.

Formal: It was raining very heavily.

4. Avoid using first person pronouns (I, me, we, us)

Informal: During the interview, I asked students about their
experiences.

Formal: During the interview, students were asked about their

experiences.

Informal: We believe the practice is unsustainable.

Formal: It is believed the practice is unsustainable.

Note: A reader will normally assume that any idea not referenced is your
own. It is, therefore, unnecessary to make this explicit.
1

5. It must be objective
Informal: We don’t really know what language proficiency is, but
many people have talked about it for a long time. Some researchers
have tried to find ways for us to make teaching and testing more
communicative because that is how language works. I think that
language is something we use for communicating, not an object for
us to study and we remember that when we teach and test it.

1
3
 Formal: The question of what constitutes “language proficiency”
and the nature of its cross-lingual dimensions is also at the core of
many hotly debated issues in the areas of bilingual education and
second language pedagogy and testing. Research have suggested
ways of making second language teaching and testing more
“communicative” (e.g., Canale and Swain, 1980; Oller, 1979b) on
the grounds that a communicative approach better reflects the
nature of language proficiency than one which emphasizes the
acquisition of discrete language skills.

Note: Written language is, in general, objective rather than personal.

It, therefore, has fewer words that refer to the writer or the reader.
This means that the main emphasis should be on the information
that you want to give and the arguments you want to make, rather
than you. For that reason, academic writing tends to use nouns
(and adjectives), rather than verbs (and adverbs).

6. Acronyms
NATO North Atlantic Treaty Organization

ANZAC Australian and New Zealand Army Corps

QANTAS Queensland and Northern Territory Aerial

Services

7. Initialisms

UTS University of Technology Sydney

ISO International Standards Organization
FBI Federal Bureau of Investigation

Note: The first time an acronym or initialism is used in an essay, it is acceptable to write
the name in full with the acronym or initialism in brackets after it. Every subsequent
time it is used the acronym or initialism can be used on its own. Commonly known
acronyms do not need to be written in full. If an acronym or initialism needs to be made
into a plural, add a small ‘s’ to it without an apostrophe.

8. Use hedging or cautious language to tone down author’s claims

Here are some examples of hedging expressions used in an
academic text.

Types Examples As used in the

sentence
Modal may, might, can, could, The measure might
auxiliary would, should have negative effects
verbs on the patients’ health.
Modal to seem, to appear The discussion
lexical verbs (epistemic verb), to believe, appears to have a
doubting to assume, to suggest, to positive implication.
and estimate, to tend, to think,
evaluating to argue, to indicate, to
rather than propose, to speculate
merely
describing
Probability possible, probable, A number of significant

4

F. Developing
Mastery
G. Finding practical
application of concepts
and skills in daily living.
adjectives un/likely changes are possible.
Nouns assumption, claim, There are a number of
possibility, estimate, claims pertaining to
suggestion the possibility of
divorce.
Adverbs perhaps, possibly, The proposal is
probably, practically, practically an answer
likely, presumably, to the confusion.
virtually, apparently
Indicators of approximately, roughly, Fever is present in
degree, about, often, occasionally, about a third of cases.
quantity, generally, usually,
frequency somewhat, somehow, a lot
and time of
Introductory believe, to our knowledge, The committee believes
phrases it is our view that, we feel that the issue needs to
that be explored.
“if” clauses if true, if anything If anything, the opinion
holds a number of
truths.
Note: In any kind of academic writing you do, it is necessary to make decisions about
your stance on a particular subject or the strength of the claims you are making.
Different subjects prefer to do this in different ways. A technique common in certain
kinds of academic writing is known by linguists as a “hedge.” It is often believed that
academic writing, particularly scientific writing, is factual, simply to convey facts and
information. However, it is now recognized that an important feature of academic
writing is the concept of cautious language, often called “hedging” or “vague language.
Learning Task: Quiz
Activity 1. Directions: Analyze the sentences carefully. Replace the italicized
two-word verbs in each sentence with a single-word verb from the choices. Write
the correct answers in the blanks.
create produces refuses tolerate
raised reduce conducted eliminate
1. _______________ Mothers cut down spending on grocery items.
2. _______________ Scientists come up with a good solution to the
problem.
3. _______________ Teachers brought up some issues on cheating during
examinations.
4. _______________ Private schools nowadays get rid of tuition fee hike.
5. _______________ The team leader turns down the first project
proposal because of its inconvenience for the members.
Activity 2. Directions: Identify and encircle the correct answer in the following
instances.
1. Instead of the informal 'I have read', use (I think, The essay has)
2. The phrase 'turn out to be' is informal. Instead, use: (become, end up)
3. The term 'music fans' is informal. Instead, use (audience, goers)
4. As a substitute for 'killing', use (assassination, political murder)
5. ‘Job' is a little too informal. Instead write (role, gig)
The teacher will ask the learners about the connection of the topic to the real world.
Ask:
1. Cite an instance or experience where academic language helped you in your
5
 studies.
1. How will your newly gained knowledge in discussion become your advantage
as a senior high school student?
H. Making Complete the open-ended statements:
generalizations and
abstractions about the I have learned ____________________________________.
lesson I realized that ____________________________________.

I. Evaluating Directions: Read the statements carefully. Write T if the statement is correct or F if
Learning wrong in the blanks provided.
____1. Depending on its purpose, language can be formal or informal.
____2. Informal language if for casual conversation.
____3. Writers can use contractions and colloquialisms in their academic
writing.
____4. In general, academic text is personal rather than objective.
____5. A writer must use formal language in writing academic essay.
____6. The words such as haven’t, you’re and could’ve been examples of
acronyms.
____7. The colloquial words are the denotative words found in the dictionary.
____8. Hedges are used to express absolute certainty of a stance.
____9. Grammar is one of the elements that need to be properly observed in an
academic writing.
___10. There are five properties of a well-written text.
J. Additional Assignment:
Activities for Make an infographic presenting the difference between Academic and Non-
Application or Academic Text.
Remediation  Use long bond paper
 Be creative in presenting your work
 Your output will be graded according to:
 Content (50%)
 Technicalities (30%)
 Creativity (20%)

V. Remarks Lesson was Carried Out

VI. Reflection

A. No. of students 43 out of 54

who earned 80% in 81.01% Class Performance Level
the formative
assessment
B. No. of students 11
who require
Additional
activities for remediation
C. Did the remedial
lessons work? No. 43
of learners who had
caught up with
the lesson.
D. No. of learners who 11
continue to
require
remediation.
E. Which of my Group Activity
teaching strategies
work well? Why
did these work?
6
 F. What difficulties Lack of learner materials as a resources.
did I encounter
which my
principal or supervisor
can help me solve?
G. What innovation ICT Integration in my instruction like Canva application.
or localized
materials did I
use/discover which I
wish to share with
other teachers?

Prepared by:

JANN JOPERT A. PLOCIOS

SHS- Teacher

TERESITA C. NARIDO
SHS- Teacher

Checked/ Reviewed by:

MA. TERESA R. ALCONES
Head Teacher

Approved by:

ROLAND A. ALJIBE
School Principal III