ENGLISH FOR ACADEMIC

TABLE OF CONTENT

LESSON 1 …………………………………………. Page 2

LESSON 2 …………………………………………. Page 3

LESSON 3 …………………………………………. Page 4

LESSON 4 …………………………………………. Page 5

LESSON 5 …………………………………………. Page 6

LESSON 6 …………………………………………. Page 7

LESSON 7 …………………………………………. Page 9

LESSON 8 …………………………………………. Page 11

LESSON 9 …………………………………………. Page 13

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LESSON 1

Objective: Uses knowledge of text structure to glean the information he/she needs under the DepEd Philippines
K to 12 Curriculum Guide. Code: CS_EN11/12A-EAPP-Iac-4 Grade Level: 11-12

Subject: (1) Review: Begin the class by asking the students to provide examples of text structures they have
encountered in their reading. Discuss the different types of text structures such as cause and effect, problem and
solution, compare and contrast, and chronological order. (2) Motivation: Show a short video clip or infographic
that highlights the importance of understanding text structures in order to effectively comprehend and retain
information. (3) Activity:

 Text Structure Scavenger Hunt: Divide the class into pairs or small groups. Provide each group with a
different text (e.g. news article, scientific report, historical document) and a set of questions related to
the text structure. The students must read the text and identify the text structure used in it to answer the
questions. The group that finishes first with the correct answers wins.
 Text Structure Graphic Organizer: Provide the students with a graphic organizer that outlines the
different text structures and their characteristics. Have the students work in pairs to analyze a text and
fill out the graphic organizer with the appropriate information.
 Text Structure Relay Race: Divide the class into two teams. Provide each team with a set of cards that
have different paragraphs with different text structures. The teams must race to match the paragraphs
with the correct text structure and place them in order. The team that finishes first with the correct order
wins.

(4) Analysis: Discuss as a class the different strategies that the students used to identify the text structures. Ask
them which strategies were most effective and why. (5) Abstraction: Emphasize the importance of identifying
text structures in order to effectively comprehend and retain information. Encourage the students to use these
strategies in their future reading. (6) Application: Provide the students with a real-life problem that requires
them to use their knowledge of text structures to find the information they need. For example, ask them to
research a current event and summarize the information using a specific text structure. (7) Assessment:

 What are the four main text structures?

 How can identifying text structures help with comprehension?
 What is the difference between cause and effect and problem and solution text structures?
 How can graphic organizers be used to analyze text structures?
 Give an example of a text that uses the compare and contrast text structure.

Answers:

1. The four main text structures are cause and effect, problem and solution, compare and contrast, and
chronological order.
2. Identifying text structures can help with comprehension by providing a framework for understanding the
information presented in the text.
3. Cause and effect text structures explain the relationship between events or actions, while problem and
solution text structures present a problem and provide a solution.
4. Graphic organizers can be used to analyze text structures by visually organizing the information
presented in the text.
5. A text that uses the compare and contrast text structure could be a product review that compares two
similar products.

(8) Assignment: Have the students find a news article and analyze its text structure using a graphic organizer.
They should write a brief summary of the article using the identified text structure.

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LESSON 2

Objective: Uses various techniques in summarizing a variety of academic texts under the DepEd Philippines K
to 12 Curriculum Guide. Code: CS_EN11/12A-EAPP-Iac-4 Grade Level: 11-12

Subject: (1) Review: Ask students to recall what they know about summarizing academic texts. (2) Motivation:
Show them a video about the importance of summarizing academic texts and how it can help them in their
academic and professional lives. (3) Activity:

a. Summarizing Relay - Divide the class into groups and provide each group with a long academic text. Ask
them to summarize it in 50 words or less and pass it to the next group. The last group will read the summary and
try to guess the original text.

b. Summarizing Challenge - Provide students with a variety of academic texts and ask them to summarize it
using different techniques such as paraphrasing, outlining, and mapping.

c. Summarizing Debate - Divide the class into two groups and provide each group with an academic text. Ask
them to summarize it and present it to the other group. The other group will then ask questions and provide
feedback on the summary.

(4) Analysis: Discuss the different techniques used in summarizing academic texts and their advantages and
disadvantages. (5) Abstraction: Ask students to identify the main ideas and supporting details of a given
academic text. (6) Application: Provide students with a real-life problem that requires summarizing academic
texts such as summarizing a research paper for a presentation. (7) Assessment:

a. What are the different techniques used in summarizing academic texts? Answer: Paraphrasing, outlining,
mapping, and summarizing.

b. Why is summarizing academic texts important? Answer: It helps in understanding complex ideas, saves time,
and improves retention.

c. What are the advantages and disadvantages of using outlining as a technique in summarizing academic texts?
Answer: Advantages - helps in organizing ideas and easy to revise. Disadvantages - may not be effective for
complex texts and may limit creativity.

d. What is the difference between summarizing and paraphrasing? Answer: Summarizing condenses the main
ideas and supporting details into a shorter version while paraphrasing rephrases the original text using different
words.

e. How can summarizing academic texts help in professional life? Answer: It can help in presenting ideas
clearly and concisely and in writing reports and proposals.

(8) Assignment: Ask students to summarize an academic text using different techniques and submit it for
evaluation.

Interactive Activities:

1. Kahoot Quiz - Create a quiz on summarizing academic texts and ask students to participate in groups.
2. Mind Mapping - Ask students to create a mind map summarizing a given academic text.
3. Jigsaw Reading - Divide the class into groups and provide each group with a different academic text.
Ask them to summarize it and present it to the other groups.

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LESSON 3

Objective: The students will be able to state the thesis statement of an academic text.

Code: CS_EN11/12A-EAPP-Iac- 6

Grade Level: 11th and 12th Grade

Subject: English for Academic and Professional Purposes

(1) Review: Review the definition of a thesis statement and its importance in academic writing. Discuss the
characteristics of a strong thesis statement.

(2) Motivation: Show examples of academic texts with weak and strong thesis statements. Ask the students to
identify the weak and strong thesis statements and explain why.

(3) Activity:

 Divide the students into groups and give them a set of academic texts with no thesis statements. Ask
them to read the texts and come up with a thesis statement for each text. Afterward, each group will
present their thesis statement and explain why they chose it.
 Give the students a set of thesis statements and ask them to match each thesis statement to the
corresponding academic text. Afterward, ask the students to explain why they chose that thesis statement
for that particular text.
 Ask the students to write their own academic text without a thesis statement. Afterward, they will
exchange papers with a classmate, who will identify the thesis statement of the text.

(4) Analysis: Discuss the different strategies used by the students in identifying the thesis statement of an
academic text.

(5) Abstraction: Summarize the characteristics of a strong thesis statement and the strategies in identifying it.

(6) Application: Give the students a real-life problem related to their field of study and ask them to write a
thesis statement for it.

(7) Assessment:

1. What is a thesis statement? Answer: A thesis statement is a sentence that summarizes the main point of
an academic text.
2. Why is a thesis statement important in academic writing? Answer: A thesis statement guides the reader
and helps the writer stay focused on the main point of the text.
3. What are the characteristics of a strong thesis statement? Answer: A strong thesis statement is clear,
specific, and arguable.

(8) Assignment: Ask the students to find an academic article related to their field of study and identify the thesis
statement of the article.

Interactive Activities:

1. Kahoot Quiz - Create a Kahoot quiz with questions related to the characteristics of a strong thesis
statement.
2. Thesis Statement Speed Dating - Have students pair up and exchange their academic texts without a
thesis statement. They have to come up with a thesis statement for their partner's text within a set time
limit. Then, they switch partners and repeat the process.
3. Thesis Statement Gallery Walk - Post different academic texts with no thesis statements around the
classroom. Divide the students into groups and assign them to a text. They have to read the text and
come up with a thesis statement. Afterward, each group will present their thesis statement to the class.

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LESSON 4

Objective: To outline reading texts in various disciplines under the DepEd Philippines K to 12 Curriculum
Guide.

Code: CS_EN11/12A-EAPP-Iac-8

Grade Level: 11-12

Subject: English for Academic and Professional Purposes

(1) Review: The teacher will ask the students about their previous knowledge and experience with reading texts
in different disciplines. The teacher will also provide a brief overview of the objectives and the importance of
reading texts in various disciplines.

(2) Motivation: The teacher will show a video clip or a news article about the benefits of reading texts in
different disciplines. The teacher will also ask the students to share their personal experiences where reading
texts in different disciplines helped them in their academic or professional life.

(3) Activity: The teacher will divide the class into small groups and provide them with different texts from
various disciplines such as science, history, literature, and mathematics. The students will read these texts and
outline the main points, arguments, and ideas presented in the texts. They will also analyze the language and
vocabulary used in the texts.

After completing the activity, the groups will present their findings to the class and engage in a group
discussion about the importance of reading texts in different disciplines.

(4) Analysis: The teacher will facilitate a class discussion on the different techniques and strategies that can be
used to read and understand texts in different disciplines. The students will also be encouraged to share their
own strategies and techniques for reading texts in different disciplines.

(5) Abstraction: The teacher will provide examples of texts from various disciplines and ask the students to
outline the main points, arguments, and ideas presented in the texts. The students will also be asked to identify
the language and vocabulary used in the texts.

(6) Application: The teacher will give the students a real-life problem related to their chosen career path, and
the students will be asked to read and analyze a text related to the problem. They will then present their findings
to the class and engage in a group discussion about the problem and its possible solutions.

(7) Assessment:

1. What is the importance of reading texts in different disciplines? Answer: Reading texts in different
disciplines helps us gain knowledge and understanding of different subjects, improves critical thinking
and analytical skills, and enhances our communication and problem-solving abilities.
2. What are the different techniques and strategies for reading texts in different disciplines? Answer: Some
of the techniques and strategies for reading texts in different disciplines include skimming and scanning,
identifying keywords and key phrases, analyzing the structure and organization of the text, and making
connections between the text and prior knowledge.
3. How can reading texts in different disciplines help us in our academic or professional life? Answer:
Reading texts in different disciplines can help us gain a deeper understanding of our chosen field,
improve our communication and problem-solving skills, and enhance our critical thinking and analytical
abilities.

(8) Assignment: The students will be asked to read a text related to their chosen career path and outline the main
points, arguments, and ideas presented in the text. They will also be asked to identify the language and
vocabulary used in the text and write a short reflection on how reading the text has helped them in their
academic or professional life.

Interactive Activities:

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 1. Text Scav

LESSON 5

Objective: The students will be able to write an objective/balanced review or critique of a work of art, an event,
or a program under the DepEd Philippines K to 12 Curriculum Guide. Code: CS_EN11/12A-EAPP-Idf-18
Grade Level: 11-12

Subject: (1) Review: Start the lesson by showing the students different reviews or critiques of a work of art, an
event, or a program. Discuss with the students the elements that make a review objective/balanced. Provide
examples of reviews that are not objective/balanced.

(2) Motivation: Ask the students to choose a work of art, an event, or a program that they want to review or
critique. They can choose a movie, a book, a play, a concert, a museum exhibit, or any event or program that is
related to the DepEd Philippines K to 12 Curriculum Guide.

(3) Activity: (a) Pair the students and ask them to exchange their chosen work of art, event, or program. They
will read and critique each other's chosen work. They will write down the strengths and weaknesses of the work
and provide suggestions for improvement. (b) Ask the students to create a mind map or a concept map of their
chosen work. They will write down the title of the work in the center of the map and branch out to the different
elements of the work. They will write down their observations and thoughts about each element. (c) Ask the
students to create a vlog or a podcast of their review or critique. They will present their thoughts and
observations about their chosen work. They can use multimedia tools to enhance their presentation.

(4) Analysis: Ask the students to analyze their chosen work using the elements of art, literature, or any relevant
subject under the DepEd Philippines K to 12 Curriculum Guide. They will write down their observations and
thoughts about the plot, characters, themes, symbolism, and other relevant elements.

(5) Abstraction: Ask the students to abstract their observations and thoughts into a thesis statement. They will
write down a clear and concise statement about their overall impression of the work.

(6) Application: Ask the students to apply their knowledge by providing a real-life problem related to their
chosen work. They will write down a solution or a recommendation to the problem based on their analysis and
abstraction.

(7) Assessment:

1. What are the elements that make a review objective/balanced? Answer: A review is objective/balanced
if it provides a fair assessment of the work, presents both strengths and weaknesses, and provides
suggestions for improvement.
2. What is the purpose of a thesis statement in a review or critique? Answer: A thesis statement provides a
clear and concise statement about the overall impression of the work.
3. What is the importance of analyzing the elements of a work in a review or critique? Answer: Analyzing
the elements of a work helps in providing a fair assessment of the work and in presenting both strengths
and weaknesses.

(8) Assignment: Ask the students to write a review or critique of a work of art, an event, or a program that they
will attend in the future. They will use the elements of art, literature, or any relevant subject under the DepEd
Philippines K to 12 Curriculum Guide in their review or critique.

Interactive Activities:

1. Mind Map - Ask the students to create a mind map or a concept map of their chosen work. They will
write down the title of the work in the center of the map and branch out to the different elements of the
work. They will write down their observations and thoughts about each element.
2. Vlog or Podcast - Ask the students to create a vlog or a podcast of their review or critique. They will
present their thoughts and observations about their chosen work. They can use multimedia tools to
enhance their presentation.
3.

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LESSON 6

Objective: Determine the ways a writer can elucidate on a concept by definition, explication, and clarification
under the DepEd Philippines K to 12 Curriculum Guide.

Code: CS_EN11/12A-EAPP-Igj-20

Grade Level: 11-12

Subject: English for Academic and Professional Purposes

(1) Review: The teacher will ask the students to define the terms definition, explication, and clarification. The
teacher will then give examples of how these terms are used in writing.

(2) Motivation: The teacher will show a video clip of a TED Talk where the speaker uses definition, explication,
and clarification to explain a complex concept.

(3) Activity:

a. Definition Game: The teacher will divide the class into groups of 4-5 students. Each group will be given a set
of words related to the lesson objective. The students will take turns defining the words within their group. The
group with the most correct definitions wins.

b. Explication Exercise: The teacher will give the students a paragraph from a scholarly article. The students
will work in pairs to identify the key concepts and explain them in their own words.

c. Clarification Scavenger Hunt: The teacher will give the students a list of sentences that are unclear or
ambiguous. The students will work in pairs to rewrite the sentences using clarification techniques.

(4) Analysis: The teacher will facilitate a class discussion on the effectiveness of definition, explication, and
clarification in writing. The students will analyze the video clip and the activities they did in class.

(5) Abstraction: The teacher will summarize the key points of the lesson and emphasize the importance of using
definition, explication, and clarification in writing.

(6) Application: The teacher will give the students a real-life problem related to the lesson objective. The
students will write a brief essay using definition, explication, and clarification to explain their solution to the
problem.

(7) Assessment:

a. What is the difference between definition and explication? (Answer: Definition is the act of stating the
meaning of a word or phrase. Explication is the act of interpreting or analyzing a text.)

b. What is the purpose of clarification in writing? (Answer: The purpose of clarification is to make a sentence or
passage clearer and more understandable.)

c. True or False: Definition, explication, and clarification are not important in academic writing. (Answer:
False)

(8) Assignment: The teacher will assign the students to write a short paragraph using definition, explication, and
clarification to explain a topic of their choice.

Interactive Activities:

1. Definition Jigsaw Puzzle: Create a jigsaw puzzle of a word or phrase related to the lesson objective.
Divide the class into groups and have them assemble the puzzle. Once the puzzle is complete, each
group will have to provide a definition of the word or phrase.

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2. Explication Gallery Walk: Have the students bring in a paragraph from a scholarly article. Hang the
paragraphs around the classroom and have the students do a gallery walk. Each student will read a
paragraph and write a brief summary of the key concepts.
3. Clarification Relay Race: Divide the class into two teams. Each team will have to rewrite a sentence
using clarification techniques. The first team to finish wins.

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LESSON 7

Objective: Defends a stand on an issue by presenting reasonable arguments supported by properly cited factual
evidences under the DepEd Philippines K to 12 Curriculum Guide.

Code: CS_EN11/12A-EAPPIIa- d-4

Grade Level: 11-12

Subject: English for Academic and Professional Purposes II

(1) Review: Start the lesson by reviewing the basics of argumentation, such as the different types of arguments
and the importance of supporting your claims with evidence. You can also review the proper way of citing
sources.

(2) Motivation: Ask the students to share their opinions on a current issue or topic. This will serve as a
motivation for the upcoming activity.

(3) Activity: Divide the class into groups and assign each group a controversial topic. Instruct them to research
and gather evidence to support their stand on the issue. They should also properly cite their sources. After the
research, have each group present their arguments to the class and engage in a debate. The debate should be
moderated to ensure that each group is given equal time to present their arguments and that all arguments are
respectful and based on facts.

(4) Analysis: After the debate, have the class analyze the arguments presented. Discuss which group presented
the most compelling arguments and why. Also, discuss any weak arguments and how they could have been
improved.

(5) Abstraction: Have the class abstract the key takeaways from the debate. What did they learn about
argumentation and presenting a stand on an issue?

(6) Application: Give the students a real-life problem related to the objective. For example, ask them to write a
letter to a government official defending their stand on a current issue. They should use the skills they learned in
the previous activities to support their arguments.

(7) Assessment:

1. What is the importance of supporting your claims with evidence? Answer: Supporting your claims with
evidence makes your argument more convincing and credible.
2. What is the proper way of citing sources? Answer: The proper way of citing sources is to use a
recognized citation style, such as APA or MLA.
3. What is the purpose of a debate? Answer: The purpose of a debate is to present arguments for and
against a particular issue and to engage in respectful discourse.
4. Why is it important to analyze arguments? Answer: Analyzing arguments helps us identify the strengths
and weaknesses of different arguments and allows us to improve our own arguments.
5. What did you learn about argumentation and presenting a stand on an issue? Answer: Answers may
vary.

(8) Assignment: Have the students write a persuasive essay defending their stand on a current issue. They
should use the skills they learned in the previous activities to support their arguments.

Interactive activities related to the objective:

1. Group research and debate activity

 Divide the class into groups and assign each group a controversial topic.
 Instruct them to research and gather evidence to support their stand on the issue. They should also
properly cite their sources.
 After the research, have each group present their arguments to the class and engage in a debate.

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2. Peer review activity

 Have each student write a persuasive essay defending their stand on a current issue.
 Instruct them to exchange papers with a classmate and have the classmate review their essay.
 The classmate should provide feedback on the strengths and weaknesses of the arguments presented and
suggest improvements.

3. Current events discussion activity

 Start the class by discussing a current event or issue.

 Instruct the students to share their opinions and defend their stand on the issue using evidence and
proper citation.

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LESSON 8

Objective: Analyzes the arguments used by the writer/s in manifestoes under the DepEd Philippines K to 12
Curriculum Guide. Code: CS_EN11/12A-EAPPIIa-d-3 Grade Level: 11-12

Subject: Language and Literature

(1) Review: Begin the lesson by reviewing the elements of a manifesto and the purpose of a manifesto. Discuss
how manifestoes are used to persuade and convince readers.

(2) Motivation: Show examples of different manifestoes to the students and ask them to identify the arguments
used by the writers. Encourage them to share their observations with the class.

(3) Activity: Divide the class into groups and give each group a different manifesto to analyze. Instruct them to
identify the arguments used by the writer/s and explain how these arguments are presented in the manifesto.
Afterward, each group will present their findings to the class.

(4) Analysis: Instruct the students to compare and contrast the manifestoes that were analyzed by the different
groups. Encourage them to identify similarities and differences in the arguments used by the writers.

(5) Abstraction: Discuss with the students how the arguments presented in manifestoes can be applied to real-
life situations. Encourage them to think critically about how they can use these arguments in their own writing
and communication.

(6) Application: Give the students a real-life problem related to the objective. For example, ask them to write a
manifesto that addresses a current social issue in their community. Instruct them to use the arguments and
techniques they have learned in the lesson.

(7) Assessment:

1. What is the purpose of a manifesto?

 A manifesto is used to persuade and convince readers.

2. What is the objective of this lesson?

 The objective of this lesson is to analyze the arguments used by the writer/s in manifestoes under the
DepEd Philippines K to 12 Curriculum Guide.

3. What is the main activity in this lesson?

 The main activity in this lesson is to analyze different manifestoes in groups and identify the arguments
used by the writer/s.

4. How can the arguments presented in manifestoes be applied in real-life situations?

 The arguments presented in manifestoes can be applied in real-life situations by using them in writing
and communication.

5. What is the final application in this lesson?

 The final application in this lesson is to write a manifesto that addresses a current social issue in the
student's community.

(8) Assignment: For homework, instruct the students to write a reflection paper on what they have learned in the
lesson. Ask them to discuss how they can apply the arguments and techniques presented in manifestoes in their
own writing and communication.

Interactive Activities:

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1. Group Analysis: Divide the class into groups and assign each group a different manifesto to analyze.
Instruct them to identify the arguments used by the writer/s and explain how these arguments are
presented in the manifesto. Afterward, each group will present their findings to the class.
2. Debate: Organize a debate in the class where students will argue for or against a particular social issue.
Encourage them to use the arguments and techniques they have learned in the lesson.
3. Manifesto Writing: Instruct the students to write their own manifesto on a current social issue in their
community. Encourage them to use the arguments and techniques they have learned in the lesson.

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LESSON 9

Objective: Writes various kinds of position papers under the DepEd Philippines K to 12 Curriculum Guide.
Code: CS_EN11/12A-EAPPIIa- d-5 Grade Level: 11-12

Subject: (1) Review - Introduce the concept of position papers and their importance in academic writing.
Review the different types of position papers and their structures. (2) Motivation - Show examples of well-
written position papers and discuss their impact on decision-making. (3) Activity -

Activity 1: Brainstorming Instructions:

1. Divide the class into groups of three.

2. Give each group a current issue or topic related to the K to 12 curriculum.
3. Each group will brainstorm and come up with a list of arguments for and against the issue.
4. Each group will present their arguments in a short position paper.

Activity 2: Debate Instructions:

1. Divide the class into two groups.

2. Assign each group a topic related to the K to 12 curriculum.
3. Each group will prepare a position paper defending their stance on the topic.
4. The two groups will engage in a debate, with each group presenting their position paper and responding
to the other group's arguments.

Activity 3: Writing Workshop Instructions:

1. Provide the class with a sample position paper.

2. Discuss the structure and components of the position paper.
3. Students will write their own position papers on a topic related to the K to 12 curriculum.
4. Students will peer-review each other's position papers and provide feedback.

(4) Analysis - Analyze the different types of position papers and their effectiveness in conveying a message. (5)
Abstraction - Abstract the key elements of a well-written position paper and how they can be applied in
different contexts. (6) Application - Students will be given a real-life issue related to the K to 12 curriculum and
will be asked to write a position paper defending their stance on the issue. (7) Assessment -

1. What is the purpose of a position paper? Answer: The purpose of a position paper is to present a well-
researched and persuasive argument on a particular issue or topic.
2. What are the different types of position papers? Answer: The different types of position papers include
opinion papers, argumentative papers, persuasive papers, and problem-solution papers.
3. What are the key elements of a well-written position paper? Answer: The key elements of a well-written
position paper include a clear and concise thesis statement, well-researched evidence to support the
argument, and a logical structure.
4. Why is it important to consider opposing arguments in a position paper? Answer: Considering opposing
arguments in a position paper shows that the writer has thoroughly researched the topic and is aware of
different perspectives.
5. What is the difference between a position paper and an opinion paper? Answer: A position paper
presents a well-researched and persuasive argument on a particular issue or topic, while an opinion
paper presents the writer's personal views on a topic.

(8) Assignment - Students will write a position paper on a current issue related to the K to 12 curriculum. The
position paper should be well-researched and include a clear thesis statement, supporting evidence, and a logical
structure.

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