77-

LE55ON

R eedin$"Text bo,oks ih-tffi

N atural 5fid"soEial Scie

Lesson 0utcome:

At the end of the /esson,

you should be able to:

determine the structure

of a textbook in the
natural and sociai ai;t?./:

sciences;
describe the language
used rn natural scrence
and social science text-
b,ooks;
explain the speci{ic
ideas contained in text-
books in the natural and
social sciences;
use knowledge o{ the
structures of textbooks
in social and natural
sciences to olean the
information!ou need;
and
identifu the main idea
of a chlpter from a ffiETTINffi STARTEil
natural or social science
textbook.
Look at the topics listed below. Tiy to identi$, the academic discipline where each of the
topics belongs. Cite your reasons for making such a choice.

ACABEMII VOCABULARY:

t natural sciences
i) ihe inflation of prices of gocds in the nrarket.
a
) A.n exploration o{ whether space travei is possible.
social sciences
)) Wny [iiipinos are {ond of folklore and anrulets?
)) Hc,,.; the British established a giobal enrpire?
i,','-ar necl-ianisms can iessen tlre emissicn of nar-mful gases?

2 English for Academic and Professional Purposes

 GETTING I}EEPER

The Nature of Knowledge in the Natural and Social Sciences ACADEMIT VOCABULARY:
Both the naturai and the social sciences were labeled as such because the knqwledggplesented
I scientific method
in these fietffiaibEen prbduced as a.esrrlt-of a.igoio", ippticxion oithe scientific method. a empirical data
Ari[.affiIutu pr.re"Gd in,*.h nJa, ,r. expected to be empirical in nature and had been a paradigm
reviewed by other experts in order to ascertain their credibiiity.Through continued research, a objectivity
the insights promulgated by these two disciplines may improve or even change over time-if t deductioi.r
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 behavior of individuals and communities.
YCIUR OPINION:,
The Language of the Natural and Social Sciences ls tt acceptdble tor
vou:to use first oerson
Given the qature,a-f!,]r- iA&l ,""d socialsciences, academic materials in the
"Pj*ti* oionouns such :as l. \rce.
said fields are usually written in a detached manner. This means that an author's personal I I I il I l.;
oui, and'll us when writing
l

opinions, suggestions, and ot[ej pecullar expressions are avoided in order to create an tor the naturaI and social
impression that the data presented will hold true regardless ofwhoever is telling it. The pieces screncesr tre reaoy Io
defend yourstance
of information are also usually presented in a deductive manner. The3ygggghiggp$ciples
are first presented, and then later on backed up with concrete and specific pieces of evidence
irroffiheformer.'
To further famiTiarize yourself with materials in the natural and the social sciences, you
will be examining a sample textbook from each discipline, taking into consideration their
structure, language, and other salient features. You will also try to determine the main idea

L
presented in a specific chapter in a textbook as well as use your knowledge of its structure in
order to glean specific information. Look at the sidebars for the explanations of the different
features of a textbook.

:;a ';4
a:,i,:,. ':4
 Features of a Sample Textbook in the NaturalSciences:

A. [hapter opener

READIT!E TIP:
o Use the title of the chapter to give you an idea of what is to be discussed.
This section will also allow you to compare information presented under the same
heading in other books.
n E-Ld-u-res are used not only to stir your interest but also to present the concept
tua in concrete teims. tn th6 naturai sc,ences. rnis is aii the more importaht
""rffit
as these may serve ab aids when you start conducting a physical investigation of a

The headirtg * :.i| -! t :

*{; llt*
qke,pk*v *q.arcrb*r {*z*ffiwr
ar1{i t.he *fuxpter kitl*. 7:.i W .w
W,
lcokir: ar il+r'r ,,,;f 'r ww
inlcrmai,i*n or i:lra pr:re
:

{{ru\r
of the less$ir in ti:e blc",
a: i+ell a1 lirs 1'* , '
discussed .r .: ge.r,. ...:.
\ffi$ ffi Bmm€r*mE&W #ffid fo?aff m**Emaw
*1bri*4 *xpla*a*z*x .,
'!'he reialionsfup be*veen electricity and sragneti*rn i* #trdied in
Lonleri: ci'.1:+ ,., Tkt* *hfrW frilsvr*t$ *Iertmslagnetisrn" The principles bihind electror:n*gnei.lsm a.re
a:ch+,=1,,1,.ri: lkr*v qaadikiare: applied ia evrryday situatir:oe Eike tle operatiex s{ nnarct air.dmnie
tc, s+ . Ll l. r, i. ,.. . i... r
appliance {wastdng;nar*rine, ble*d*r, electrie fa:9 afld rhe li!ce}.
l
't.t'.c tLtriL-, c
. Lw:ww.ryV.3.;uw.M".
$dagruc$ Behare?

r;,11||1 *,,-j^L*- g:-i,- ',| |t, \, ,,: ,||

| &'4ww#1 t-tr5S{if'f dd. ther lh€s
/',r1Al,pi' +l-\tttlat ):;.. li t
Eie#c f;$nEfil
lpec:fic quetii{}ni l.,J i:i F'#ume{Sqfied*
an*v,:ereC it ir,e :,r..{.iir:,:': ,:,,; Fl*ld?
t,,.-ii ar r'rlr' +1.. i:{.';,i'.
LWW$W{i d#; }EBrts ,--: -'':1,,:. . . 6!,et;i;;&L!.
Ti-ie pi**wr* ie rvot .iS
Efcefict$lnduc*d S I
'@it-^
Magnefsm?
vrsr-raI r*',Jrese fi"rai-toiit o( il''*
t: tirlci ;:l*s it t'til a;:p1ir..i::i ri l t ?,
trrii...i :: llt, r.it,t ,1t,r

/A
%

SJlssf herne appXir;r*w *wfi.at riwrryiw , . .:

rodicfion in low fre{uencdBs and uses electric}ty
ewat'xdren tl-a-y c r* rawq.4t @ fil .r1 tE. EJeEf f ieiif
nenrqork qlnd tre,ncd eff {rtrrrdhy r*'ode},, ; . : : .:

......
132 r-Y'1>69 6

4 fnglish for Academic and Frofessionai Pur-c':::,r

 i -=sson 0pener

A.iesgoa"9 opener .,.,{-ll itjg,;

lire ri;rvrber e9 lv*ii JS llle
title *i th* le*s*n. ln this
c,{i[ltE e titt e i s Flr i-a r*d
as a quertior: i..r i.'it:vi<l* a
FXws ffim fulwglmu#x Wehrwr,? { rsC.sS' i Or tne sli,d.,i-, ls. i/y'hat

is impotant is thai the title

is srje(-trrc o1J #e5ail(itr.",e 'tr
i , , ' ,.i ^
ata4r ia accurate y 9*i i.r'iJ

-r'L:gnetism ls a forcr, lik* gravity and tlw atrrc*g and rareak fores
,:siiie ifu nucleus of a* atr:m. Magrretlc fnrne* pult and push obiects
:r g,erwratlng the so-crrlled rragnetir field. &'
4:# ,wt;n eulpe
t,,,,,
h
,, 9,1';11, 1,, :n :,;,:rl .iiscuEsr0n in tirc iess.:n is
+f-
Ore5ent-sci irI tn* O,"ltet.
,,ffiffi#.ffii,:, +,..--
i hrs !vrli serve as anchoi t<)
ttre succeed'rio drsc'.isgiols
ffi $.1;, : : :-:.i'ii ;i,,,
', hli r';:.
ti
in lh* clnpt*r.
??t
.frilWt.t:':i:::i:":-:,:.ll;,. "

Or,ce aqair'i. #isttsar€s ,,l.r*

: r-_'
iilqrr nr ijrliprl tl .{rr-r-:f'1he
jY'4&!+

digcusSior "r 'rnEft's€+r 1.0

;- t:;
wP4
; :r'jiTli6la*ffil- a*.
eFdt-1: rFow sPecr{ic
apr:iicat;orl cf ihc o,rr'-icle
ilt:rilq cieali. 1'v;ih.

m The cacrt[ox
-.-ffi-.---.
------
,-f uL:dt
nr,-:.]rrictes
ltlrut1lldilt)i . Qli
Nj\il Lne 5C'*rl.Q fr'l',Ciil..
....#+
'.r'.r'a',ltr.r.l I trie las$oR-
#iscussed ln tfieUes$on-
discus$ed
,..irrrr::rr **a11:" t0 tne object herng
drruileg
1t
,---------::::---" shown in the picture"

,,\ry ?
tnT,:i

l@eY i* sbnft for mqgn*tic

lerhc'fian" erhiqh rwraa
*het *h*sr *tcirc *11 t*mtt
orc.r aguid*vt*1 $s.W ite,
fuxic priruipb-s of rryn*i;s
'to@aeeths,*li, stg,e}
rhe*l cnd fruktrrine"

Ek*ricity aft d Wagtj,fni#.a 1:r,

REAB]NE TIP:
. You may use the pictures and principles in the lesson or chapter openers to
deepen your appreciation of the lesson at hand. ln the picture above, you see
examples of magnets and a train that makes use of it as its means of propulsion.
It might be interesting to make meaningful inferences as to how magnets help a
train mcver :After: which, you may confir:m wh,ether- these:inference*, are, coriect by
reading more into the lesson and consulting other pertinent materials.

Unit 1 Reading Textbooks Across Disciplines 5

I

ACADEMIC VOCABULARY:
o rhetoric
The gection heading
indicates the speci{ic
a$pect of the lesson beinq
dealt in tire succeeding
'ruith
discr"rssion.
The illustration provioes
lhe visual represbntarion
of the concept beinq
discussecl in the bc,dv o{
the lesson. *-. -,
The bndy of the lessr:rr
provid*s a thon:r,rgir
discussion o{ the corrcept
at h*rrd. Exanrples are also
provided irr order tr: heirr
you understand how a '
particr-;lar science orincir:le
w0rKS. -
The label provides a
conc*ptual referende t0
what iire pictures stand {*r. ,. .
Cnce again, a {aption
rs usei 'io describe the
6 English for Academic and Professional Purposes
E. Lesson Proper
REABING TIP:
rr,4s pointed out earlier, textbooks in science tend to present information
rF,a alreqdy
deductive manner. Use this as an advantage when gl'eaning infotlmation
:frilrn a material in science. First, locate the main idea or priniiple in"the passaqe.
, : ln the case of our sampte, this would refer to the italiciii:d stdtement intrqduc-ed
' b, a l-'lindu-Arabic number" (1. Magnets have the ability to attract materials that are
' ' , , magnetiq in nature.) And then, took at the explanationi and illuitrations that follow
,inorderforyoutouhderstandhowsuchacdnceptap[liesinreallife.Thispattern
of rhetoric alio'holds true ln biology, chemistry, and bther fields considered as a
zL.L *nflFEfimE$ {tF iffi&tdg{*
?he fatrlor+ing dixcuesiffi ErEsmEnaiEE tlw t*ur
propexiesof maSne&"
r---a rtd*l
W ri{dgAet
1" i.lrpe*shffie llrr &ility to *ltrset matrrrristu tkat
art magnelic in nalwt.
If pu dip a Esrsll bar magnat into iron
Iilings, you wil! notice that t}e iron fllings
becpme attracled to tlle ends of the nugneU
The forcee o{ attraction are pmderced by thn
Ends of the :magaa!, the norfh p*!e {}r;} arzd
tlrr south pole {S}. called magnetic po}e*" Ttre
altraction is stronEert at rhe poh* and rareakest
at the {efttEl'
?&x it#,tx& ia,m* *rd st*4 Same utaterial* are magnetic; s*hw.e ere
zza*" &. a,rzgrw.tic :rr*teriatr ia ocre ?ehi,rh ra,n
**fu{#z
w
be magnetized aftd i* attracttd te mc€nets.
gstw*twgr{i
ffi-;l
w.:"*.j {-:t - w
AII :trongly mafi*etic Eratrrisls eontain. irury
uiEkel or eobalt Yhry aw.mlled. furawgn*tix "
These me rraterials- which are described f,E
ha:d magrretic or aoft utagnetic uratariet*-'?he
*mhserx$gsm differsrrce deFerrda on how wefi they keep
!I#*]t,#iW*:&i.w4 their rnagnetixmr when magnetized-
fi$rE fi .! tutdillld.rf{,Fddr$z"m'b* ind \t#li
.
trxt us talis laa example* ste*f viftich is a
hard urateria[ and iron, which ia a ao{r mateda.l.
StEel is .li{ftcldt to rnegnetize;.:trs1a.eyeq it dor*
not readily.loseite magneti*m, kclr ir nel*tively
Easy te huf fta magrmtiarr i* onl5r
tenEFsrery.
L{r,tq calr amgnetissr be induced in *bet
and irsll? Place a piece of iror and rtel near a
onag:net as *hovrn in Sigure 21 .1. What happne
lr*rt}rBnr?itrl ,*&tted, when you pull ttree two right eway fmm the
irs? bEr zg,bx mag*et? The *teel keep* earnr sd ils indured
"W*ffi
magrwtisrnard hecarnes a perrranurrt magoef"
"And the iron lmes ati of its lnducrd magnetism
when it bemrnrs a t'emporary msgnel.
F{*nrnagnetic Elsiffiif,ls incliude rrrtatr*
er.rdr as copprq, zi*r, alur*rurrn tiz!,
endbrise'
l"{snffr,eta1s aft alxr mnma;gnetic
Sut r,nherrr doex mrgnetisrn onxre lio.sr? ltrr
> FigirE 1r.l i*agetk&tdn* an,&st,f* d know tluq ax electrorcspin, they wreve abo*t
rl?!'Hd ihfl-a" thr nudeus" A *pinr:ing ekctmn haa a aragaetic
- ::se:sment Tools \
ConductinE a lairoratr:ry
Actkity/€hallengs exnerirnent ir a cornrnon
,,*i*.oun,*r,,- tooi in Natura!
Vraairt g a ? & argx &t r. ? ir:I* Scien** texthooks.
frilFr Hd:
mdlao,tpe ii'rn 6?irq* WM
l\.o bar m4*e{s w,fuefr
understand irew atcierrce
1tr!*!hoE magrlBt lugestuadryr or ,rrcr:ie woiks lit lne i'*al
!h.i to do: Egur€ Il.E wcrirJ'hy askrnq {or tne
l - fut a ron4ilr at rffiiaw- wiros araund a ba nagnat. results you oi:tairreC in tlre
pg exr;erirnen'i anci lrnkinq
2- ftir tlE fingffi * ifu mdldfu d a wrqa s'rwat *l and w'ttuw * to,f*. an frw trl,€it rffi a ryrxtli- :t with tne theorres and
l- Pil!tlxr{ofiparr nw*,1?*a$k'@*f fie nuqrct prinrinies behirrd it.
4. &r SIE papsr" prt"*lrwrnlarh.th*Witinnl sf #,?q'Danh and*rl.nhpdfsilllhzWss,
5. ?ifrecEdrecmnpanaWtaf,lhprhumfuragnetunliltheruu*positiaarafirs*rjahpakrfiintidEs1*irh#'P
dn{ rnarking tht pccwinus yiltu al w wrlh pfu"

6. $rlark rhe nerq pgiaififi o{ dE ns& Fok by a dot-

7. g4nin.firsrisfiE,e,nnBn*tnwkr*gww,nkPfile{f,incidewifif,}E,t€l,,rfut adwvt*,*wr.s*tpmitimr{tt*
nnrdr@byadort,
L R{peat &r prDcpEe :rBlil ttG {#npa!9 re{Mea*te su*h@ d the $ qnsl,

B" Dr-a# a s,*Dsft EJ*{ fium4h ti*'dnlr

t0. Fut tht ba, a}agfl€t ofl tl$ taBc ad (04r it urdr a hrye sheet of tErdboz+.
gginfu tran fi!rylraw zhrlrylzt El attuttiX* m afu.a tw tfu#d rtsF he 6rdb0ard gentty enabliE ti*
irffi tilings ta fiEra tlrt puxm *l **. ry**k f*ld"
It. rs]W8.WWAW,,W*tfrbarnrywtsaaas|,*z|.a:tpgrw*tatfu north Fsk61otrPr*agtlEtitab4ll{ 1S
em firrn ttrc:oudr palaalll*.artw.
13. *A@ w fna\.*w tffiUtpda *f or* magnn is a**ntrD rm trw*P. tw& platl tu *fut,
14. fupart udng a h$rsElhop ElagnPt
?5. ktrtr a &aviing of ait tire sbxrwd f*ids.
Que{tifiru:
1. lfiws are tre &,Bt d twrr r*nst wtrgnlrated"!

7. Hox tiw fu fwW ds.t*,t tEarfr {nrLl*xn al trut* rryl tad' a,frw# elverl w& o&wl

ttrlxFfrtrsrairhzirtls$a}nffjtfuWdit&f'*wwttfu Feks st lhPlHr9t5hoE fi?4,wf61tvt', lltory

&an fu . mqnr*k liffi etrwxlzwe ar atfl d: ths rnag nPtJ
ACABEMII VOEABULARY:

. chronological

NOTE:
ln science, an experiment
or laboratory activity
is conducted to test a
READINE TIP: hypothesis. Thus, it is
r One imoortant feature of science is that it provides a link between laws and theo- important that at the
ries and rbal-life occurrences. For this reason, it would be very help{ul to connect end of the chaptel one
vour answers and findinqs in the experiment with the informatibn fciund in the ear- is conducted to confirm
iier parts o{ ihe chapteiNoti.e that the third guide question aims to establish this whether the proposed
conneclion. hypothesis is valid or not.

Unit 1 Reading Textbooks Across DisciP.iines 7

\
7-

Features of a Sample Textbook in the Social Sciences:

A. Unit Opener
Sirrlilar to a terri:+oL in tr.l*
n*tural sci*nces, e sacial
science textbcok al*a has r The description found at the unit opener may serve as an abstract or summary of
pir-tures tr the irnrt opene,. what the unit is about. Thus, if you are lboking foi specific details about a certain topic,
But. unl,ke in Ecierrc*, tl'trse you need not read every bit of word in the unit only to find out whether it is inctuded
aie not applicati*rrs r:{ in a section or not. You simply have to skim through or browse the unit openeis; if the
eonre generai pincipl+s. information you seek is not mentioned in the unit abstract, then simply move on to
Rather. they rray e;lhr.r he another unit abstract and see if it is already included there.
!erYri'rants c{ a ,:r.,llur* ratr -
ied in il'e ;1pr'1 6i' dep,ir.tiorr:
oi cerl.arn lristorical oi scciai
evertS

The unit e'lun"lb*r Enri titLr

ai'e also indiraiec lo silu.rie --"--"-w &,
the ciiscussion irr the unit
ir its prr.rpei' conter.t erC
:requence

The $irst paragrapl'r o'tr',r

urrit descr!otic>rr gi;r:vis1.
lhe 1.r*r'iucr lrr histor\'io L.*
t*ckiod hy rhe u:r:r l.latc
how it sets *Li't* ex*t tletiL.tls
of th* :eacl+rE a,rc yc,',l.
lhe sc+pe .end iin':iatror': ;f
the ur-rii

The si;cceedinq htus pe!-r-

grapht. crr r\e cl i*r horrc'
teli oi tlre sJ:ecif:c 1-opics
cc,rore d in the trrr,t. I he i'
ais* cr:ntain srrrre detaiis a:
ta ho'r.i these l-r:pirs wiil b*
discussecl

UNIT i T ffitr^ W:ffiWLW frM &ry\tuA& ffiW Y W&ffiiffitrT Effitu&

T- tE *relftc *f dnls l"trrit iE eboait mFre rypt* dfrmitimu Ttre #mt
*t- is the trffxsi*ieffi of,tLe *esrld Erem the mx5rrrl*, period to t}tc
r..rdit?\tatWM%ffiee"&&w.@we.gwzMfu ;n@i:rrhlac/r.
KK wemtevcwetwlrdlirufuiry.
Thwh!"Lery fffinl**te xfert tf Erropean ffiliealtllw fha*is ma#
im fhe {&raem-ffinmam p"*6ig6llnnaqrt& &e m:*& aX tfue{iedi* @w
E\dlI br the arverage of rEtgs uniL 11fu T#iI] wLalyre tfte @lndngs
cf Eurape and the htEtsricsl" rofits #[ tte errterywr* of Eump as
mn*er o{ per*er in *re rrderm @-
1 Vle wdlt aLe* x?trdy in this wtt| the evwrbi !* tlw darewat dryiAt
zations a{ },f,Eic:a ar,yd Arnerira aswdl ax ?}te effiy rt*Lwm*f lkw
'tractfrr
E*{aN*, 'fhe cteaticre a{. t}w l*laxesa Erxpi'r;e and the early
trade Xinkage* which r,.ryre (arged betn+,een Asts and Erlr& y ewzing
this period witrl l*y down the fsu-rtdatiori fcr greater i.nterartissr
frLlnring diff*eesrt r:slhwre* in varial* p*rtx *f tla* w*r&& En. tfu
c1*deffi perisd.

. , .t :
1t:::,:,,i;:i!i:!;1i,:i r!tr:!,f:?ri;,,.{,i;, f:ill",Fi:l.ifj!:,,if:.fjyjrif,:i2,,

8 English for Academic and Professional Purposes

! lrapter 0pener

Ti + , *iq*ur* it.t i.hc (.ltlLt.'.-l

F==-------+
rr,6.,.1 L'
!tr\-. l6iir l'., i:..,
. 1 't1. -, i-,.i
\tr I
"r
t ltti' it tt;l t1-ul iri .L..lt.iii
;-..-}x.ffi.'-r71i,-ili7!,,'
:' r:u\4L tr

1. Afiatye*@dwwse*f **lak1d6g' _L_-__-

f.,15,: ,)l ln:: Srir rilie iCC_i 1.1,

1 ,

fiiii nCIan,amd bfry,emffiar:aw
{frryilizatigrnx
gl'-l iuilieation Ilourished between
L* 160fl and I{00 B.CE. aurong the
islands and along the ceasts of the
Aegean Sea iin lhe easterrt Medller-
ranean 9ea" Tke pragrearive va,*y *t
lflfe hepe,n es {efi*Ered w &a is}eid at
Crete. It is *aid |6'at fjrtlr a{ud t}s GEBk
Penin*ds ae fhe crad]ei* cf t$estet&
rivilizaiisrr.
bfir,M*t*.?4 {l3ryrE *nATlrfffq 4
'T1';:lE &rd'. dvffieaition thst was fgrffied
in Crete ix cclled !t{i*oan, derired fut
the name of the famou.s ki"n6 of the
idaz:*I",bfiiztw"Arrr;rdifig,t*ffi,firb$iaffi
ww the wrrf Znts, kiflg sf tfuE Epd&
an&Krxaparamertal from ffria: .q-.
wdfrtywraqwr*tJrlilinalt{sq
2" Ctwapart rSe ,\tirrr:an aad
er*ear ehi[ir*ti*a*;
3 - L*plai*tt*rv tl've. &N*iwwptz( zt*
t:l&d; q
,!ti**en civrlira$oa
4. *te!del.t*hi4&luvel*t@ w*n
e#llaatiwc
5 " {rFla* v&a. lb*. fuliitejg,t*
o#Ith6j,rrr*tffy;
&^ hx*$'t*. tu n*f&|tfr tM
fu1yffifrA*a# * #fuieT t*y; z#{t
V. }tqgte*.iete lh@ i{rt#)*.atfl r:*tz-
lritrutio:rs *l the ,lti*ca* xrrd
hlyrtaeeaarj';itiJiatkw-
Vb* ppb *t {rdc arJgiawfu mw
froon Anatolia and Syria" They were
gre*.[ seaferera. sr:.& arrhted. in flrcte
tuerwr ffi' atd 3W & ;C3" &t Eqsq
tfuf 3jos*A in crrrm buL ha*er frrrirrlrd Lw
btt Sd Eirrt?\* dwe{linp" M, an *h*tr
tuer,Ie, wd w ryw wki,*k cnalsist uf ,lift [
shne&. tlrelevetof tleir tedndoty was
ff*u*-
Tk*ffifi dt(mwem
ln tr8&9, Sir Arthur Evare" an EngiisJr
arrhaealeg.ist ecndurted excavatiorm
in K$ssffi. tL i* sn wtcI*:r&. p}arae ru:re*v
tioraed by Flou'leq. itae fanuous Greek
write+ tn kis hrro wmmb'r tlw EIhM a#"
+lze fr@*.ry."'frpane EDri*d the rcirc. *E s.
-----------" -ffid€
ilaid.ud ffi *t"ffi*i
yalat*ha&rnarzyfu warli&iter:wzifrww
were srpperted by timhr" '?he stairs
were wid* erd rcsde sd ftrr w.hi?t W?
sufia" Xhe vcaLls w$e decorated rrrith
colorft-ttl$wro*s or painfingr made sn tte
wEILB and col'ered with a damp fmh$
,*"'t-*r**
tl'E t.lr.-- i1O A-, 11,i',1?", iir:t
xycr-
Lrleei 1 Y€;V \{.., \tiltt j*r'
..' tr\r'r, *i: I^.,,',.' 1,."'..
Troiar'.War-
O{tentlrn*s, th* leseoat
yifrwl efujeetiveo are also
indicated in the lesson
ooener. Thes* ar* tLe skiils
)
W rtyg-
that students are expect+d
io manifesl after going
thr*ugh the lesson.
Cnce again, the less*n
nurnber and lesson titl*
lo in{orm the
erre inclicated
ieaders l?w crsv*rag* *f t?'e
lesson.
The first paragraph of ihe
lesson cr:ntaiirs iis thesis
stetement. Here we can finc
an overyiew *{ what r.vill
b* ta*kled Shraughcut the
Ies*on.
The suL,title marks the
hegirrning o{ the discussian
*n a eubtopic in the le***n"
The sr,rcc*eding parag raphr
cOnstitute the body oi the
lesson. in this portion, {acts
ix:&il vftid' figures, and insights {rc,rn
important peopl* ar* giver,
in support of the thesiE
staren"lent. Also. note that
the authars ,:t rhixhixtory
textbook preoented the
!essnn as bi:jertiv*ly as
possible.

READINE TIP:
r Before going to the body of the lesson, thoroughly read the objectives first, and
let them guide your study. Try to address each of them as you go through the les-
io,,n;,Ulually; apeessmeraiiools,such,asexams and term pap€rs are based on the [es-
son objectives. Thus, if you know them by heart, you would be able to easily recall
the information you need.

Unit tr Reading Textbooks Across *isci6;lirres $

7-

t. Lesson Proper
fuIaps are c,:mmonly frrund
in histcry texthrooks and
oiher materials in s*clail . The p-ieces of lnformafion in social science textbooks especially history textbooks are
sciences Tirey can holp presented either chronologically or thematically. If the arangement is chronological, events are
locate specific places irirere trarrated in sequential order, lfit is thematic, issues are tackled according to the categoriei they
hi*tr:rical ev ent* transpired fall under. Knowing the way ideas are organized in the textbook will help you track ihe flow of
They can a|s* provid* information more easily and pinpoint the specific details you need to note
infarnretion on the lcind
o{ lilc the oeonles heirrc
SILiOieO na1/e 0r nAff $rrrC*
geoqraphical Iocatior: anci
to;:og raph ica I fe*tures
i:,.::t::,': '::" :'t*itA:;74ia ll!1,
irrf luence a r:ornn:u rr!ty's ::l.il.:ti ): 1,11, .1,?,i*.t':, : :. .
behavior. Mor-eo,;ei they lS re@wtl&il,,ee |: *;*Uit ;:
k : ,i;'.
can also help you '.,ni,:alize . * aU EiaE: g*l:: ,,
).s*w$r&w _:_:
tlte discussions in tire
textL:ook
'3',F * . t:

Thrs is an example of
a biblioqraphic citation.
It serves to help yau
iocate where a piece o{
infr:rrnation, a rnaterial,
or an imaqe is forrnd.

This is the continuati*n

of the bo*y of the lesson.
Note that this poi-tion is still
in congruence both with
the thesis statement *rrd
the lesson r:[:jectives.
This is an examrle o{ a
rCCUSrng qUeStiOn. lt ari'nS
to nighliqht certain aspect$
*f ihe text r,vhich the author
d*errs as important. -------
FUN ACTIVITY
Note that the map
in this section aims
to deepen your
understanding of the
foreign tracie that
transpired dur',ng the
Minoan and Mycenaean
civilizations. The
challenge is this: try
to use the map to
trace the trade routes
being described in the
subsection entitled
Foreign Trade.
"liErh rtrre #fiu ISrorB d t* w.
' - -"b 9r.?u:[Et*&5.0fl!i*hsd&B}EFfat@.-WBr,d letwdwlwsfi.@4e.*l@W*.*
Wfr8@r,h&
wd l** {Jlrdwifu a clasdfal fidrotran
proved that tilear A is a *y;tem of
wrtltng of the b{inaans It cannqt be
--;
un&rsiood o{resd upto thepre*nt tirre
t*rrig*Trad*
Crete is a smsll rccklx rslarrd. It
na &ldile v*trlwJz atrdvery fuw pfeir,E
Crete became rieh due to itE {oFeigft
trade. The inhabifalprte sf Crele wenp
guod *eafater*" Th*y had produet*
euch as clay @s and r.reapons made
of copper" They exchanged the*e fsr
gol4 ailuer and groiru.
flretds foreign Eade eryanded arith
thefuIpcf a pm,urrft{&eeLlhe gredudr
ttrct Cretr traded ltactlEd ather plaeea
in the Aegean Sea such as Gmece ard
Qrpru*, a*well u SyriaandEgrpt-
,a X* whieh plaee* d:irl the futincafir
.--------tu.
.?r*inidfi tr6de *rl*ti{xnsl
-a
lfli**an &{t
The Minslens shor,yed th* wZ sL
painting in &rya ffiedilfr ^ iyl &e*eee*
and poitery.
"l1nel:;nuaXotbntfr.&nra&lllg,vswwrrd'
ofMr depicted in ttce frsffi The a*cr
hag
of t}'re perxon perfarmi&g &is ritrrnl
w&e to fEce ttrre bull" grab irs horns
and then leop t lr!fl{rd* *lw. Wrk af rhr.
b,all" Tj/zsLoijra$.s view futil-da:larj;tr€- a*
po*slbiy a mcrbinatien of ritea!, sport
wzilanfrlrteis.uwtlamwrytlwblliizwn*-
Pottery.unaking wri.E a* art that
rpmad at ?}ee qsr,rta |i,m*. w tlw a35ffi*
tion uf beautifuI padaces. The nnmt co*r-
rton desigr*e rvw n&fs<fs &^Bt ffixI k
fiatrrd im ?he wnrcrlglgg:*Llilee frmuss-
blmv r:re4 ma:dne drxlrgw bex**w rllelrc
poprlar berause of the impodaae d
the sea in tlwir li.6e" Cornmmrty peinea
on the pots were dolphins, ffia ufifiirls,
aud oc*nprc"
LMr 1& ,irjffi end}i*,tmw ffirilit;xi*x l&7

10 English for Academic and Protessional Purooses

I -esson 5gnthesis
These bullet points serve to
-{lw recapi tr-rlate arrd synthesize
b{ia:maffi cM ha aA &f tffintiry;ra {rcxw d i* p"
the inrportant points of
lsr t4OO B.C.E., $e Mycefi&eaff ir$?ded Hsrocffi end trylllue:ttd th:e. tlre lessolr- This, howev*t
Mi;rdrefis ;* tIle ktag *f e*;rrrwrt:* i* the. hry**'fux shculd i1r:t l:e seen as
-lh* d e fiM si:bstiiute lo r--adinq
wpitai a€ f,11:cetuawfl eiiler'itailaa we* tfu eiry Myrrrlrry,
fa*nols l*in6 rvas hgamuttrw* the eirtire text. for ihe
*r* r:.tty of "Ftuy {cit iazw atw hw:r}* a* liw: trlyee*ewfte fu a battla vdrirJl,
imporyant insights about
wx glwxn li{e by t4wwr Zt* &* tti*,tt- each poir,t are expounded
irr the badv o{ tire lesson
7b* fu@r(,n,et*nL he& lheil $'ilitr ayetlgfr], a{ w&tk*gr#zid}- is ealli}d @- itseli'.
Li*par B"

The vaiuing questions aim

,":T-.,:'":,:',:::::'y-:::::,",,,'|;ll,.,ri,;".,i.,
t* highlight iire inrportance
Nrffiffi
l?:,7^,*.F,:W,,,W,i,ffi,.
,ffiW,,. .1ffiWffiiW, ,ffi,^,
"#:?WYid?4-
ji:,1,:;ffi".,4e
of the lesson in clay-to-day
liie. Tney are also intended
to connect the contentr o{
tlre lesson ivith the cilrr*nt
context o{ the str,rdent.
E?ti9ffilH9,,9,f;$!,*:!.x:3/4i;9,,4X.
#g&w.#tr$sE#]wv.il The qap fill activity {ourrd
at tl"ro errd of tho lesson
l- l/ocafullry" ChenoE the mrrect &ff! 2n tkwbsx tllst wit* crr*$e*e the 6m*lgk a;ffls ttr refresh the str-rdents
of *rch se*tence- t#rik y:o*rr: aasreron the Hank i:* s+nre inrportant terrns
introcli-rred in the lesson.
frq* EdE Wwtun tttlll ruiau !t may be answered either
wafnrcrs l4oatwt' gdtl. .rfiliry s,Eftti*furc. before reading the actual
lesson to sei the students'
expectations or at the end
I" The Creek peninsula kcame ttueeradlenf eirdilization.
to check whether students
7. The Minotar.rnsa+ a heasrwi#r theheadol* of ar*aru 4""---^4 cio understarrd what they
read or rrot.
3. The capture of Truy war narnttdfu ltid.
4" The Jltinmn Eystemof
-Lhr-wA-
-*ndth*foo@
5. Tlrc ryp a{ paiadng nrade sft a r*all and EerE ed with a darr+.p tresbly laid
olaster is called -in*w
6" Tlle Hrmpqru aad dercraliqnr of ttle -isralZd fiitW;mrtl wueffiafr ,

7" Mqqkof fte knm'tdqrigeocr Ele fctirmemciv,itiatiorl i*hmedryrtfiw

in !fuqsEm"
E. Ttle peryle of Crete vlere *riginal[y frsm AnaaEIi* ard S,gria, endwwe g*ae

9, ThB lliad i* an
*mt rcrslr,ed on El*e:story d AcfuEfifu, a 6reek
warrior, ard Herto6 aTiojan pnlnce.
IO, tleinrirh Sdrliernann diwnrrlr:redvlw af Trry, a city in Tlr@;
in tr876"
::: : :

t10

d?,6

REAI]ING TIP
r Using context clue: wilf hClp io$ #,ither,,.unlocl< the,meaning:p{,cerla]n .wo -'on:
select ihe best word that will corhplete a sentence. When reading, try to note the
rep,n Xl +h,g ftr:d appears decause it witf $l*e *b*,clrrat afig:*hat,lt:eo -
mean. Sometimes, a synonym or an antonym is already given within a sentehCe.
There are other times irnen a cause-and-effect relationihip is established. Or, the
word may be an example of an umbrella conceptl or vice versa.

Unit 1 Reading Textbooks Across Disciplines 11

7-

E. Assessment

''::r,.. ,, ....
"[he
discussion };; i i: r iIf :ri
qusrtion* are designed
itsT$ Ei.li;s. t.t[."i'{*{f.f l{x{${} 5xx; I l"H-,; :xf i f r: {t; +;'1f {* iIi#l{i#i {.vnit*Br$#
to help you come rp lL' trimlrsfun jrrxwer fre follwing que*io*s fur dass disclrsiorr
with a cornprbherrsive
undoi-siarrdincr of thrr *- fr{ftroanffiffiratisn
iessonk contents.
Although they are usually
I" Wh&t civilization was fmned in Cicte? l4lho r*ras the ki*rg of fhe ishrdl
written at the end of the 2, frwsifutre ruins cf the large pal*e in the ciry of ltrwcrffi"
chapter. titese rnay be read
even be{ore dealirrq rriith 3. ttrmv didtheanmsihmaf flrde lirc?
the les*on itsel{ so that you 4. What urere the sigrw af the Iri.Eh lelld dciyiliaation *stE.trensl
rvill be quided accordirrgly.
lf answereC at the end of 5" l{'}ry did d}E Minoaru huild a dninage syserrd
the lesson, ihess can serye
as comprehension checks. *. 6" Whqt countrieE traded r*{th flrrm? W,hat product* drd dr€y rdl?
7" Wlqr did Cretr becsne ri& thmugh tradei
The Venn diacram is just
or:e o{ the types cl{ concept L ttrhx design &raq cornrffil[y painted [ *eMirsane ind,Ninpmier{W@
map or graphic organizer 9. t{mu did &eds{nination dthe fujiinszn ct*tfz,edorl rrdl
that will er"rab,le you to
corne uf] rvith a bird's eye B" nfycrnemn trlrffizafrior*
view oi tlre lesson. Use oniy
key wcrds irr producing t. tffhere did the Myeaaea*E rsnefrsn6"
one; doii'iq so wil! help vou
orqanize your thouqhts. \y'le 2" ltrhy did Honer catl the
'litycen*eanE
es,.AdmearcI
lviil see in the next chapter 3, Why did *re MXun*ans bemnp yirh zndpanrerflrl{
how a concept map carr l:e
turned into an oLrtlrrre o{ the ri" Hmv did &e ciqr pf'[?oy bercrne pawerful?
*ntire chapter. lt rnay also
serve as a rgvte\^,/gr. 5. ln wfrct ulay d;d rhr fiilyce*aea*s rmqu*r *m city adTmyl
6" Who was beliened:* the gnd ef tite ffiycrr'w*aml .

7. Whe! aFts &e ryid*nre of the high ls*el d rulture uf the llt1re*eearx?
{ll, Aclirity

fr
ftrp*re fu nrernEsfa Vefi* diryram theMima* ar:# lt{puearr ciy{tizdfuirs;
*

'-"""---------B'"

l[-2: tsiffurcae
3:5imiler'etfu

trsrrr XtI Mtun6* *d Wtg.a*wt A*ez#,;m lll

12 English for Academic and Professional Purposes

::==:SHER

u' - :.=culary Check. On the space provided, write down the word or terminology
:+- : ::-:' ced. You may choose from among the words given in the word bank.

WORD BANK

and limitati6-ns context-clues pi*+6e

=:::e
:-esrs statement rhitoric./ concept rpp
,.-=,r*t6 captia6
:-.analagica).2 ,{
unit ooe.per

_;J iIY
fillr J+rtlcwnt
1. Pr-ovides an overview of the lesson.
Z:'in" art of presenting ldeas in writing or speaking.
found below a picture. ?
4,/K.yisual representation of the concept being discussed.
5-4 diagtam that shows how the ideas presented in a chapter
; .. " {*itn
argdlated to one another.
&.ontainsthe subtopics to be dealt with in a particular lesson.
{J Signals the beginning of a unit in a textbook. t*nit |F<Kf
- 8. Words in a sentence that provide clues as qwhat an
term means. Llttfqi, Cfl,tltlYt(nt
-.unfamiliar /
:4. The ideas or events are presented in a sequential manner.
10. The concepts are presented according to what subtopics or
'' categories they belong.

3 Short Answers. Ans ( ."rh o{ the following questions.

' What is the scie ific method? What is its importance in the natural and social
sciences?
2. ln what *ryi\"\ the natural sciences and the social sciences similar?
Different?
3. What is a paradigm? When does a paradigm change?
4. What are usual parts of a textbook in the natural and social sciences?
Briefly describe each of their functions.
Describe the language used in natural and social science textbooks.
Why do these materials make use of such a writing style?
6. What is the thesis statement? Why is it important to identify the thesis
statement of a lesson?
7. What is the importance of pictures in textbooks for the natural and social
sciences?
8. How can knowing the structure of a text help a reader locate specific
information?

Unit I Reading Textbooks Across Disciplines 13

7

CHALLEN6E

Look for other textbooks in the natural and social sciences. Closely examine them,
and see if they share the same features with the sample textbooks presented in
this chapter. lf not, try to determine in what ways they are different, and assess
whether you find these different features effective in communicating the content of
the lesson. Write your findings on the given space below.

14 English for Academic and Professional Purposes

 r' , i -''e3-l1g habits. Do you think that you ought to read more or less
rr'&rric texts? Provide an explanation for your answer. Write it on the space

REABINE TIPS
r:[he.mor+:y.bu read textbooks-ih,th,e,different disciplines, the more-yop,$ll
buibmg,fb'.,.tii1ar, *lth.tne,language,.used in .'-them,, Steplerr. Kr:ashen, a reiiora*nEd
applied linguist. demonstrated ihrough his studies how constant exPosure to
ldnguage simples help develop the functional literacy of both young and old
language learners, :

Unit 1 Reading Textbooks Across Disciplines 15