TOPIC 1
A SEMI-DETAILED LESSON PLAN IN ENGLISH FOR ACADEMIC AND PROFESSIONAL PUSPOSES
(EAPP)
CARMELA G. REYES
T-II SCIENCE CITY OF MUNOZ DIVISION
I. OBJECTIVE
At the end of the lesson students should be able to:
A.Use knowledge of text structure to glean the information he/she needs (CS_EN11/12A-EAPP-
Ia-c-4)
II. SUBJECT MATTER
A. Topic: READING ACADEMIC TEXTS
B. References: Communicate Today English for Academic and Professional Purposes
for Senior High School by Jessie Saraza Barrot, PhD and Philippe John Fresnillo Sipacio
C. Teaching Materials: Power Point Presentation, Projector, Texts
III. PROCEDURE
A. Activity
1.Show a picture of a person sitting on a chair and holding a newspaper. Let the
students write something about the picture.
2. Randomly, call students, who will read their works in front of the class. Write
the words or academic words students used in their descriptions.
B. Analysis
The teacher will discuss the different academic texts.

D. Application
Using the Venn diagram, differentiate academic text to non academic text.
ACADEMIC TEXT NON-ACADEMIC TEXT
IV. EVALUATION
1. The teacher will present/post academic texts through a power point presentation.
(Follow the link to get the different academic texts)
2. Students will identify whether the text is academic or non academic. If academic,
tell the type of academic text posted.
VI. Reflection
Students will answer the following questions:
1. What were your misconceptions about the topic prior to taking up this lesson?
2. What new or additional learning have you had after taking up this lesson in terms of
skills, content and attitude?

TOPIC 2
A SEMI-DETAILED LESSON PLAN IN ENGLISH FOR ACADEMIC AND PROFESSIONAL PUSPOSES
(EAPP)
CARMELA G. REYES
T-II SCIENCE CITY OF MUNOZ DIVISION
I. OBJECTIVE
At the end of the lesson students should be able to:
A. Determine the structure of a specific academic text
(CS_EN11/12A-EAPP-Ia-c-1)
II. SUBJECT MATTER
A. Topic: READING ACADEMIC TEXTS
B. References: From Hand to Mouth by Michael C. Corballis (English for Academic and
Professional Purposes (DepEd Copy)), Communicate Today English for Academic and
Professional Purposes for Senior High School by Jessie Saraza Barrot, PhD and Philippe
John Fresnillo Sipacio
C. Teaching Materials: Power Point Presentation, Projector, Texts
III. PROCEDURE
A. Activity
1. Students will be grouped into 5
2. The teacher will read passages from different texts.
 There are 10 persons died in the accident last June 10, 2017 at Brgy
Malayantok, Science City of Muñoz Nueva Ecija.
 The warrior saved to a princess and they live happily ever after.
 Cinderella left her shoes in the party and the princes kept looking for her
3. The students will identify if the text came from a publication or a fictional story. The
group who’ll get the most number of scores will win.
B. Analysis
Structure of Academic Text
Academic texts are typically formal. They have clearly structured introduction, body
and conclusion. They include information from credible sources which are, in turn, properly
cited. They also include list of references used in developing the academic paper.
C. Abstraction

The teacher will ask the students to read the text entitled From Hand to Mouth by
Michael C. Corballis (English for Academic and Professional Purposes (DepEd Copy)),.
The students will do the Pop-Corn Reading. (One students will be called to start
reading the text, when the teacher said stop the student will stop reading and another
student will be called to continue the reading exactly where his/her classmate stopped)
D. Application
The teacher will let the students identify the parts of an academic text in the ‘From
Hand to Mouth by Michael C. Corbalis’
IV. Evaluation
Based on their previous groups, the students will be asked to go to the library by group
and find one academic text for 7minutes. After the given time each group will pick a
number in choosing what academic text will they analyze to identify the academic parts.
Each group will be given 10 minutes for evaluating the text and 3 minutes each for the
presentation.
V. Assignment
Find one academic text (students may copy it, photocopy or cut). Paste it on your
notebook and identify the parts of the text.
VI. Reflection
Students will answer the following questions:
1. What were your misconceptions about the topic prior to taking up this lesson?
2. What new or additional learning have you had after taking up this lesson in terms of
skills, content and attitude?

TOPIC 3
A SEMI-DETAILED LESSON PLAN IN ENGLISH FOR ACADEMIC AND PROFESSIONAL PUSPOSES
(EAPP)
CARMELA G. REYES
T-II SCIENCE CITY OF MUNOZ DIVISION
I. OBJECTIVE
At the end of the lesson students should be able to:
A. Differentiate language used in academic texts from various disciplines
(CS_EN11/12A-EAPP-Ia-c-2)
II. SUBJECT MATTER
A. Topic: READING ACADEMIC TEXTS
B. References: From A Brief History of English by Paul Roberts (English for Academic and
Professional Purposes (DepEd Copy)), Communicate Today English for Academic and
Professional Purposes for Senior High School by Jessie Saraza Barrot, PhD and Philippe
John Fresnillo Sipacio
C. Teaching Materials: Power Point Presentation, Projector, Texts
III. PROCEDURE
A. Activity
The teacher will as the students to read the text entitled ‘From A Brief History of
English by Paul Roberts’ (the teacher will provide copies to students)
The teacher will ask:
What did the students observe on the language used on the passages
read by the teacher?
B. Analysis

C. Abstraction
Based on the text entitled ‘From A Brief History of English by Paul Roberts’ students will
cite examples of lines and passages from it which cater the styles of academic texts.
D. Application
In a one whole sheet of paper, students will answer the following questions:
1. Does academic writing requires concentration and comprehension? Explain.
1. Does one should identify his/her purpose before reading? Explain

IV. Evaluation
Write T if the statement is true and F if it is false.
1. Authors of academic texts usually present facts to support their main argument.
2. Authors do not usually state critical questions and ideas.
3. Academic writers list references.
4. Academic writers take a subjective point of view.
5. Writers also consider opinions and non fact basis in their writings.
V. Assignment
Look for the copy of the text ‘Wrigley’s Chewing Gum’(which will be used for the next
lesson)
VI. Reflection
Students will answer the following questions:
1. What were your misconceptions about the topic prior to taking up this lesson?
2. What new or additional learning have you had after taking up this lesson in terms of
skills, content and attitude?

TOPIC 4
A SEMI-DETAILED LESSON PLAN IN ENGLISH FOR ACADEMIC AND PROFESSIONAL PUSPOSES
(EAPP)
CARMELA G. REYES
T-II SCIENCE CITY OF MUNOZ DIVISION
I. OBJECTIVE
At the end of the lesson students should be able to:
A.Explain the specific ideas contained in various academic texts (CS_EN11/12A-EAPP-Ia-c-3)
II. SUBJECT MATTER
A. Topic: READING ACADEMIC TEXTS
B. References: Wrigley’s Chewing Gum (English for Academic and Professional
Purposes (DepEd Copy)), Communicate Today English for Academic and Professional
Purposes for Senior High School by Jessie Saraza Barrot, PhD and Philippe John Fresnillo
Sipacio
C. Teaching Materials: Power Point Presentation, Projector, Texts
III. PROCEDURE
A. Activity
The teacher will ask the students to:
1. Within five minutes, write their idea about love.
2. Exchange with their classmates work. Read their classmate’s work then
underline the sentence which encapsulates your classmate’s idea
3. After reading each work, return to the owner then evaluate if their answers
are correct.
B. Analysis
Thesis statement presents or describes the point of an essay. In a academic text
the thesis statement is usually presented in the abstract or executive summary or found at
the last part of the introduction. It is written in a declarative from.
Topic Sentence presents or describes the point of a paragraph. In other words it is the
main idea of a paragraph.

C. Abstraction
The teacher will discuss the strategies in locating the Topic Sentence.
D. Application
The teacher will post the text entitled Wrigley’s Chewing Gum. Students will identify the
thesis statement of the text.
Wrigley’s Chewing Gum
(1) Wrigley’s chewing gum was actually developed as a premium to be given away with
other product rather than as a primary product for sale. As a teenager, William Wrigley Jr.
was working for his father in Chicago selling soap that has been manufactured in his father’s
factory. The soap was not very popular with merchants because it was priced at 5 cents,
and this selling price did not leave a good profit margin for the merchants. Wrigley
convinced his father to raise the price to ten cents and to give away cheap umbrellas as a
premium for the merchants. This worked successfully, confirming to Wrigley that the use of
premium was an effective sales tool.
(2) Wrigley then established his own company; in his company he was selling soap as a
wholesaler, giving baking soda away as a premium, and using a cook book to promote
each deal. Over time, the baking soda and cookbook became more popular than the
soap, so Wrigley began a new operation selling baking soda, he soon decided on chewing
gum. Once again, when Wrigley realized that the demand for premium was stronger than
the demand for the original product, he created the Wm. Wrigley Jr. Company to produce
and sell chewing gum.
(3) Wrigley started out with two brands of gum, Vassar and Lotta gums, and soon introduced
Juicy Fruit and Spearmint. The latter two brands grew in popularity, while the first two were
phased out. Juicy Fruit and Spearmint are two of Wrigley’s main brand to this day.

IV. Evaluation
Let the students identify the topic sentence of the following texts:
VI. Reflection
Students will answer the following questions:
1. What were your misconceptions about the topic prior to taking up this lesson?
2. What new or additional learning have you had after taking up this lesson in terms of
skills, content and attitude?

TOPIC 5
A SEMI-DETAILED LESSON PLAN IN ENGLISH FOR ACADEMIC AND PROFESSIONAL PUSPOSES
(EAPP)
CARMELA G. REYES
T-II SCIENCE CITY OF MUNOZ DIVISION
I. OBJECTIVE
At the end of the lesson students should be able to:
A.Use various techniques in summarizing a variety of academic texts (CS_EN11/12A-
EAPP-Ia-c-5)
II. SUBJECT MATTER
A. Topic: READING ACADEMIC TEXTS
B. References: Communicate Today English for Academic and Professional Purposes
for Senior High School by Jessie Saraza Barrot, PhD and Philippe John Fresnillo Sipacio
C. Teaching Materials: Power Point Presentation, Projector, Texts
III. PROCEDURE
A. Activity
1. Group students into 6.
2. Students will brain storm about their experiences in reading long texts.
3. Each group should have one representative to consolidate their experiences
and present it in class.
B. Analysis
The teacher will discuss the following:
WHAT IS SUMMARIZING?
As an important skill in critical reading, summarizing is often used to determine
the essential ideas in a book, article, book chapter, an article or parts of an article. These
essential ideas include the gist or main idea, useful information, or key words or phrases that
help you meet your reading purpose.

GUIDELINES IN SUMMARIZING
1. Clarify your purpose before you read,
2. Read the text and understand the meaning.
3. Select and underline or circle the key ideas and phrases while reading; another strategy is
to annotate the text.
4. Write all key ideas or phrases you identified on the margins or on your notebook in a bullet
or outline form.
5. Without looking at the text, identify the connections of these key ideas and phrases using
a concept map.
6. List your ideas in sentence form in a concept map.
7. Combine the sentences into paragraph. Use appropriate transitional devices to improve
cohesion.
8. Ensure that you do not copy a single sentence from the original text.
9. Refrain from adding comments about the text. Stick to the ideas it presents.
10. Edit the draft of your summary by eliminating redundant ideas.
11. Compare your output with the original text to ensure accuracy.
12. Record the details of the original source. (author’s name, date of publication, title,
publisher, place of publishing and URL, if online)
13. Format your summary properly.
FORMATS IN SUMMARIZING
1. Idea Heading Format
In this format, the summarized idea comes before the action.

2. Author-Heading Format
In this format, the summarized idea comes after the citation.
3. Date Heading Format
In this format, the summarized idea comes after the date when the material was
published.
C. Abstraction
The teacher will present more examples of texts using the three formats of
summarizing.
Please follow to the link for more examples of text.
Google Scholar (https;//scholar.google.com.ph//schhp?hl=en&as_sdt=0,5)
D. Application
1. Students will be grouped into 3.
2. Each group will be assigned a specific format of summarizing which they will use in
summarizing the assign text to them.
3. After 15minutes students will present their works in front of the class.

IV. Evaluation
In a one half crosswise, the students will explain the following briefly.
1. For you, among the three formats of summarizing, which do you think is the most
applicable of all academic texts? Why?
2. Give three of the guidelines in summarizing which you think is the most important.
Explain your answer.
VI. Reflection
Students will answer the following questions:
1. What were your misconceptions about the topic prior to taking up this lesson?
2. What new or additional learning have you had after taking up this lesson in terms of
skills, content and attitude?

TOPIC 6
A SEMI-DETAILED LESSON PLAN IN ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Ann Christian A. Francisco
T-III Science City of Munoz Division
I. OBJECTIVE
At the end of the lesson students are expected to:
A. states the thesis statement of an academic text
CS_EN11/12A-EAPP-Ia-c-6 (Week 2-Day 2)
II. SUBJECT MATTER
A. Topic: Thesis Statement
B. References: Barrot J. and Sipacio P. (2016) Communicate Today English for
Academic and Professional Purposes for Senior High School. pp 86-103
Apiras L. (2016). English for Academic and Professional Purposes. Pp. 119-128
C. Teaching Materials: Curriculum Guide, Book, Overhead Projector, Laptop
III. PROCEDURE
A. Activity
Let the students brainstorm on the idea below and ask them try to write the
missing letters to complete the words.
The_i_ S_a_e_ _t - It is one of the most important elements of any successful essay.
B. Analysis
Introduction: Every paper you write has a main point, a main idea or a central
message. The argument(s) you make in your paper reflect the main idea. The sentence that
captures your position on this main idea is what we call thesis statement.
Body: A thesis statement is a sentence that makes an assertion about a topic
and predicts how the topic will be developed. It does not simply announce a topic: it says
something about the topic.
Good: X has made a significant impact on the teenage
Population due to its…
Bad: In this paper, I will discuss X.

 A thesis statement makes a promise to the reader about the scope,
purpose and directions of the paper.
 A thesis summarizes the conclusion that the writer has reached
about the topic
 A thesis statement is generally located near the end of the
introduction.
 A thesis statement is focused and specific enough to be proven
within the boundaries of the paper. Keywords should be specific,
accurate, and indicative of the range of research, thrust of the
argument or analysis, and the organization of supporting
information.
 A strong thesis statement usually contains an element of
uncertainty, risk or challenge (Ramage et.al 2006)
SUGGESTIONS FOR AN EFFECTIVE THESIS STATEMENT
1. The thesis statement should express an opinion or state a position you need to
convince your reader of.
2. The thesis statement should state just one thing, the one point you will need to
prove. A good paper will often have secondary purposes but they should not compete with
the main point, the thrust of your research paper.
3. A paragraph should have coherence. When a paragraph is woven together
so you can read and understand one idea and it flows to the next, your paragraph shows
coherence.
C. Abstraction
A thesis statement focuses your ideas into one of two sentences. It should
present the topic of your paper and also make a comment about your position in relation to
the topic. Your thesis statement should tell your reader what the paper is about and also
help guide in your writing and keep your argument focused.
D. Application
Choose two of the subjects listed below and compose a thesis statement for each.
1. My Favorite Teacher
2. My First Girlfriend/Boyfriend
3. My Family
4. My Failures/Disappointments
5. My Hopes and Fears

Example:
Subject: My First Date with Rainy
THESIS STATEMENT: An experience that begins in eager anticipation and
proceeds smoothly may still end in disaster nonetheless teach you something useful
about human beings and human relationships
IV. EVALUATION
DIRECTION. Choose the most comprehensive thesis statement by encircling the
letter of your choice.
(1) “The Raven” is a dark and morose poem that leaves the audience feeling
depressed by the last stanza. Poe succeeds in creating that effect in “The Raven” through
the use of repetition and adds to it through contrast of religious Christian and Greek
mythological references. [Original]
a. E.A Poe uses repetition and contrasting religious symbolism to create the dark
and morose feeling of “The Raven”.
b. Through the use of droning alliteration and assonance, Poe creates a dark and
morose feeling in “The Raven”; Poe enhances this feeling by employing both Christian and
Greek religious symbolism.
c. E.A Poe’s “The Raven” conveys dark, morose, and depressing feelings because of
the repetition of sounds and the contrasting Christian and Greek symbols of death and
the afterlife.
(2) Alexander Hamilton appeals to the logic of the Americans reading this text.
a. Alexander Hamilton appeals to the logic of his audience by relying o well-chosen
diction and syntax.
b. By employing well-chosen diction and syntax, Alexander Hamilton appeals to
his audience’s sense of logic.
c. In “The Feralist #1,” Alexander Hamilton appeals to his audience’s sense of
logic though his use of powerful diction and clear syntax.

(3) While describing her feelings for her husband in this poem, Anne Bradstreet uses
many symbols to get her point of the love for her husband across to the reader.
a. In “To My Dear and Loving Husband”, Anne Bradstreet uses several symbols
including “gold” and “rivers” to convey her feelings of love.
b. Anne Bradstreet invokes her feelings of love in “To My Dear and Loving Husband”
because of her effective use of symbols, including “gold” and rivers”.
c. In the poem “To My Dear and Loving Husband,” Anne Bradstreet accomplishes her
husband by effectively using the symbols of “gold” and “rivers”.
V. ASSIGNMENT
Make an advance reading of outlining and paraphrasing of academic texts.

TOPIC 7
A SEMI-DETAILED LESSON PLAN IN ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Ann Christian A. Francisco
T-III Science City of Munoz Division
I. OBJECTIVE
At the end of the lesson students are expected to:
A. paraphrase/explain a text using one’s own words
CS_EN11/12A-EAPP-Ia-c-7 (Week 2-Day 3)
II. SUBJECT MATTER
A. Topic: Paraphrasing
B. References:Barrot J. and Sipacio P. (2016) Communicate Today English for
Academic and Professional Purposes for Senior High School. pp 86-103
https://owl.english.purdue.edu/owl/resource/619/1/
C. Teaching Materials: Curriculum Guide, Book, Overhead Projector, Laptop
III. PROCEDURE
A. Preparation
 Form groups of five members each. Pick a song written in English and try to
rewrite each line without changing its meaning.
 Then, with the same group, analyze the song. Make sure to add evidence from
the text by quoting appropriate lines.
 Share your outputs in class.
B. Teaching or Modeling
Aside from summarizing, there are still other skills that can help you encapsulate the
ideas or concepts in a text effectively and one of these is PARAPHRASING.
The table below lists the similarities and difference between the two skills:
SUMMARIZING PARAPHRASING
 Does not match the source
word for word.
 Does not match the source
word for word.
 Involves putting the main idea
into your own words, but
including only the main points.
 Involves putting a passage from
a source into your own words.
 Presents a broad overview, so is
usually much shorter than the
 Changes the words or phrasing
of a passage, but retains and

original text fully communicates the original
meaning
 Must be attributed to the
original source
 Must be attributed to the
original source
A paraphrase is...
 your own rendition of essential information and ideas expressed by someone else,
presented in a new form.
 one legitimate way (when accompanied by accurate documentation) to borrow
from a source.
 a more detailed restatement than a summary, which focuses concisely on a single
main idea.
Paraphrasing is a valuable skill because...
 it is better than quoting information from an undistinguished passage.
 it helps you control the temptation to quote too much.
 the mental process required for successful paraphrasing helps you to grasp the full
meaning of the original.
6 Steps to Effective Paraphrasing
1. Reread the original passage until you understand its full meaning.
2. Set the original aside, and write your paraphrase on a note card.
3. Jot down a few words below your paraphrase to remind you later how you envision
using this material. At the top of the note card, write a key word or phrase to indicate
the subject of your paraphrase.
4. Check your rendition with the original to make sure that your version accurately
expresses all the essential information in a new form.
5. Use quotation marks to identify any unique term or phraseology you have borrowed
exactly from the source.
6. Record the source (including the page) on your note card so that you can credit it
easily if you decide to incorporate the material into your paper.
Some examples to compare
The original passage:
Students frequently overuse direct quotation in taking notes, and as a result they overuse
quotations in the final [research] paper. Probably only about 10% of your final manuscript
should appear as directly quoted matter. Therefore, you should strive to limit the amount of

exact transcribing of source materials while taking notes. Lester, James D.Writing Research
Papers. 2nd ed. (1976): 46-47.
A legitimate paraphrase:
In research papers students often quote excessively, failing to keep quoted material down to
a desirable level. Since the problem usually originates during note taking, it is essential to
minimize the material recorded verbatim (Lester 46-47).
An acceptable summary:
Students should take just a few notes in direct quotation from sources to help minimize the
amount of quoted material in a research paper (Lester 46-47).
A plagiarized version:
Students often use too many direct quotations when they take notes, resulting in too many of
them in the final research paper. In fact, probably only about 10% of the final copy should
consist of directly quoted material. So it is important to limit the amount of source material
copied while taking notes.
https://owl.english.purdue.edu/owl/resource/619/1/
The teacher will show another example:
North China's Shanxi Province, the country's largest coal supplier and most polluted region,
has the dubious distinction of having 16 cities on the list. Neither Beijing nor Shanghai appear
on the list .The report found that only 22.94 percent of sewage was treated adequately in
the cities surveyed and less than 20 percent of household garbage met with proper
handling. It said 178 cities examined had not built any sewage treatment facilities and 130
cities had not been equipped with garbage disposal plants.
Possible answer: The report said that over three-fourths of the total cities surveyed had
inadequate sewage treatment, and 178 had no sewage treatment plants at all. In addition,
130 cities had no garbage disposal plants, and indeed, almost 80 percent of household
garbage was not treated according to standards. Shanxi Province, China’s leading coal-
producing area, lead the most polluted list with 16 cities while Beijing and Shanghai escaped
the list entirely
C. Guided Practice
Which sentences are closest in meaning to the five sentences below?
1. 25% of adolescents who have one baby have a second baby within two years of the first
baby's birth.

a. 25% of babies are born to mothers who are adolescents.
b. One out of four adolescent mothers has another baby before the first baby
reaches his second birthday.
c. A quarter of adolescent mothers gives birth when their first born is two.
d. 25% of adolescent mothers become pregnant again when their first babies are
two years old.
2. It has been reported that the richest one percent of Americans own 40% of the country's
wealth.
a. The richest 1% are 40 times as wealthy as the rest of Americans.
b. If the gap between rich and poor continues to grow at the current rate, the
richest one percent will soon own 40% of the country's wealth.
c. 40% of the country's wealth is in the hands of only 1% of Americans.
d. 99% of Americans own 40% as much as the richest 1%.
3. The judge was relieved when the jury was finally ready to announce its verdict.
a. When the jury announced its verdict, the judge was relieved.
b. The judge asked the jury to arrive at a verdict.
c. The judge welcomed the prospect of an imminent verdict.
d. The jury welcomed the judge's relief.
4. Research data suggest that girls who witnessed maternal abuse may tolerate abuse as
adults more than girls who did not.
a. Women who witnessed the abuse of their mother as teens are more likely to
become abusive adults.
b. Women who observed the abuse of their mothers when they were young are
more likely to endure abuse themselves.
c. Women who were abused as children are more likely to abuse their own
children.
d. Girls who testify about maternal abuse tolerate abuse as adults more readily.
5. Martha thinks that the issue of adolescent problems is important to write about.
a. Martha thinks that adolescents like to write about their problems.
b. Martha feels that writing about adolescent problems is worthwhile.
c. Martha believes that the dream of most adolescents is to write something
important.
d. Martha thinks that adolescents can write about their problems.
Answers: 1. a. 2. c 3. c 4. b 5. b

D. Independent Practice
Using a pen, highlight the keywords or phrases in the original texts and write your
paraphrases. Cite your source properly.
A. “To help practioners integrate skills into the teaching of core academic subjects, the
Partnership has developed a unified, collective vision for learning known as the Framework
for 21st Century Learning. This Framework describe the skills, knowledge and expertise
students must master to succeed in work and life; it is a blend of content, knowledge,
specific skills, expertise and literacies” (Partnership for 21st Century Skills, 2009, p.1).
Reference
Partnership for 21st Century Skills. (2009). P21 framework definitions. Retrieved from
http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf
Your paraphrase
B. “Academic writing is best thought of as a circular process. When you begin your writing,
you first need to plan what you are going to write. Your planning will involve reading sources
such as journal articles, books as well as attending lectures and conferences. While reading
and attending lectures, you may want to take notes, begin to organize all your information
and to write a first draft.” (Institue of Education, 2008 p.10)
Reference
Institute of Education (2008). Student writing guide: Academic writing in educational settings.
University of London.
Your paraphrase

C. “It is widely recognized that there is global diversity crisis, and environmental degradation
is expected to accelerate with profoundly changing socioeconomic (e.g. human
population growth, economic development and urbanization) and climactic conditions”
(Gurney, et.al., 2014, p.98)
Reference
Gurney, G. et.al. (2014). Poverty and protected areas. An evaluation of marine integrated
conservation and development projects in Indonesia. In Global Environment Change, 26, 98-
107.
Your paraphrase
IV. EVALUATION
Use your own words to paraphrase the following sentences.
1. A local newspaper claims that 75% of all homeless people do not like homeless shelters
and prefer to live as they do now.
______________________________________________________________________________2. Ronny
told his aunt that a bear had attacked him, which she found difficult to believe.
______________________________________________________________________________3. Anyone
who has ever driven through the Mojave Desert knows that one should always carry a supply
of extra water.
______________________________________________________________________________4. Of the
138 million acres of land that Native Americans owned in 1887, 90 million acres were taken
away by whites by 1932.
______________________________________________________________________________5. A woman
who was nominated by the president to head the department was quickly approved by the
board of trustees.
______________________________________________________________________________
Possible Answers:
1. An article in a local newspaper reports that three out of four homeless people think that
the streets are better than the so-called homeless shelters.
2. Ronny's aunt did not really believe his story about the bear attack.

3. The Mojave Desert is so hot that it is dangerous to try to cross it without plenty of water.
4. By 1932, Native Americans had less than half of the land they had owned only 45 years
earlier.
5. The board of trustees agreed with the president to appoint a woman head of the
department.
V. ASSIGNMENT
On a sheet of paper, answer the question below comprehensively:
Why is paraphrasing important in academic writing?
VI. REFLECTION

TOPIC 8
A SEMI-DETAILED LESSON PLAN IN ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Ann Christian A. Francisco
T-III Science City of Munoz Division
I. OBJECTIVE
At the end of the lesson students are expected to:
A. outline reading texts in various disciplines
CS_EN11/12A-EAPP-Ia-c-8 (Week 2-Day 4)
II. SUBJECT MATTER
A. Topic: Outlining
B. Reference: Wyson J. (2016). English for Academic and Professional Purposes.
pp 17-26
C. Teaching Materials: Curriculum Guide, Book, Overhead Projector, Laptop
III. PROCEDURE
A. Preparation
 How do architects and engineers usually begin their construction of a
building?
 Why do they begin in this manner? Is it advisable to begin their
construction in any other way? Why or Why not?
Before putting on cement, partitions, and paint on a building, engineers and
architects see to it that its farmers and foundations are already in place. This is because
these are essential in ensuring that the building will stand firm through time and determining
the shape that the building will take upon its completion. In a similar manner, an outline is
crucial in academic writing.
B. Teaching or Modeling
Outline establishes the “shape” that essay will take. The outline should be a reflection
of an essay’s thesis statement, and in turn, will guide the writer as to what details are
supposed to be included in an essay. It may also help a writer establish unity and coherence
in his or her presentation of ideas. By unity, we mean that all information found in an essay
speak of the thesis statement, and by coherence, we mean that the ideas in an essay are
logically are logically arranged.
 Outlines are used in determining the structure of an academic paper.

 Main headings for each of the sections are encoded using Roman numerals (I, II,
III etc.) while the supporting arguments or details are marked by capital letters
(A, B, C, etc.)
 Make sure that the main headings and sub-headings should at least come in
pairs, if “II” is absent, there should not be a “I” in the first place. Likewise, if there
is no “B” then the previous idea should be included in the main heading and
should not be encoded as “A”.
Two Types of Outline
1. Topic Outline – makes use of key words and phrases
2. Sentence Outline – makes use of complete sentences
Basic Outline Form
Below is a synopsis of the outline form. The main ideas take roman numerals. Sub-points
under each main idea take capital letters and are indented. Sub-points under the capital
letters, if any, take italic numbers and are further indented.
I. MAIN IDEA
A. Subsidiary idea or supporting idea to I
B. Subsidiary idea or supporting idea to I
1. Subsidiary idea to B
2. Subsidiary idea to B
a. Subsidiary idea to 2
b. Subsidiary idea to 2
II. MAIN IDEA
A. Subsidiary or supporting idea to II
B. Subsidiary idea to II
C. Subsidiary idea to II
III. MAIN IDEA
It is up to the writer to decide on how many main ideas and supporting ideas
adequately describe the subject. However, if there is a I in the outline, there has to be II; if
there is an A, there has to be a B; if there is 1, there has to be 2 and so forth.
Sample Outline 1
TITLE: Properties of Magnets

I. Attracts objects which are magnetic in nature.
A. Illustration of the principle
B. The composition of magnets
C. How to create magnets
D. Counter-examples of magnets
E. Origin of magnets
II. Like poles repel, unlike pole attract
III. Freely hanging magnets align in one direction
A. Illustration
B. The principle behind illustration
IV. Poles occur in pairs
Sample Outline 2
Title: “The Benefits of Running”
1. Introduction
A. Running is becoming an extremely popular sport of all ages.
B. Running is great form of exercise because it helps people control
their weight, develop muscles, and improves mental and physical
performance.
2. Body
A. Weight control
1. Aids self-control
2. Burns calories
3. Encourages a healthy diet
4. Suppresses appetite
B. Muscular Development
1. Improves tone
2. Enhances contours
3. Increases strength
4. Improves endurance
C. Psychological Well-being
1. Aids sleep
2. Inhibits depression
3. Intensifies vitality
D. Cardiovascular Fitness
1. Strengthen heart

2. Lowers blood pressure
3. Changes blood lipids
4. Improves circulation
C. Guided Practice
Direction. Read through the texts. Then, complete the outline for each text.
Science
Life processes involve a continuous flow of energy within a cell, from one cell to
another, and from one organism to another. The study of energy transformation in living
organisms is called bioenergetics.
There are three main types of energy transformation that occur in the biosphere. In the
first type, solar energy is captured by the green pigment called chlorophyll, in green plants
and is transformation is called cellular respiration. His involves the conversion of chemical
energy of carbohydrates and other molecules into phosphate bonds. The third type of
energy transformation occurs when the chemical energy of these phosphates bonds is
utilized by the cells to do work.
The branch of physics that deals with energy and its transformation is called
thermodynamics. Its principles are universally applied to chemical processes in both living
and non-living organisms.
Branches of Science dealing with energy transformation
A. _____________________________________________________________________
_____________________________________________________________________
B. _____________________________________________________________________
_____________________________________________________________________
A. Solar Energy
1. _______________________________________________________________
2. _______________________________________________________________
B. Conversion of Chemical Energy
1. _______________________________________________________________
2. _______________________________________________________________
C. Energy of Phosphate Bonds
1. _______________________________________________________________
2. _______________________________________________________________

D. Independent Practice
Direction. Major and minor ideas are mixed together in the lists below. Put the ideas in
logical order by choosing the best idea from the list.
Thesis: Working at the local coffee shop was my favorite job.
A. Pleasant environment
1. Friendly customers
2. __________________
a. Helpful co-workers
b. Flexible hour
c. Holiday bonus
B. Good schedule
1. Short shifts
2. __________________
a. Helpful co-workers
b. Flexible hour
c. Holiday bonus
C. Good pay
1. Generous Tips
2. ___________________
a. Helpful co-workers
b. Flexible hour
c. Holiday bonus
IV. EVALUATION
Direction. The major and minor details are mixed together in the two groups that
follow. The major details in each group support a given main idea. Separate the major from
the minor details by filling in the outline.
A. Main Idea: Freshman English Course in college is demanding
 Surprise Quizzes
 A great deal of writing
 Three major tests
 Many tests
 Term paper

 Several Novels
 Several short stories
 Extensive reading loads
 Frequent writing assignments
 Written summaries of articles assigned
 Reading magazines and newspapers articles
 Comprehensive final exam
1. ______________________________________________________
a. _________________________________________________
b. _________________________________________________
c. _________________________________________________
2. ______________________________________________________
a. _________________________________________________
b. _________________________________________________
c. _________________________________________________
3. ______________________________________________________
a. _________________________________________________
b. __________________________________________________
c. __________________________________________________
(Source: Pablo, E.A. et.al, Functional Text in English 1. Pp 40-41)
V. ASSIGNMENT
Select two or three chapters from other textbooks in natural and social sciences, and
prepare an outline for each. Make sure your output adheres to the conventions of outlining
discussed in the lesson.
VI. REFLECTION
What were your misconceptions about the topic prior to taking up the lesson?
What new or additional learning have you had other taking up this lesson in terms of
skills, content and attitude?
Minor Details
Major Detail
Major Detail
Minor Details
Major Detail
Minor Details

TOPIC 9
A SEMI-DETAILED LESSON PLAN IN ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Ann Christian A. Francisco
T-III Science City of Munoz Division
I. OBJECTIVE
At the end of the lesson students are expected to:
A. summarize the content of an academic text
CS_EN11/12A-EAPP-Ia-c-9 (Week 3-Days 1 and 2)
II. SUBJECT MATTER
A. Topic: Summarizing
B. Reference: Barrot J. and Sipacio P. (2016) Communicate Today English for
Academic and Professional Purposes for Senior High School. pp 86-103
C. Teaching Materials: Curriculum Guide, Book, Overhead Projector, Laptop
III. PROCEDURE
A. Preparation
 The teacher will show a short film. Watch the video clip and make sure to note
the details.
 Using only three sentences, tell the plot of the story.
B. Teaching or Modeling
Suppose you told your friend that you just watched a great film and your friend asks
what the story is. What would you do? Would you tell the story as it is from the opening scene
to the end credits or would you simply talk about the essential parts of the movie? You’ll
probably agree that the latter is the more practical choice and you are correct. More often
than not, the gist or the most significant or important part is what is given out to provide a
background, not only in talking about movie plots but also in writing academic and
professional papers.
What is summarizing?
Summarizing is often used to determine the essential ideas in a book, article, book
chapter; an article or parts of an article. These essential ideas include the gist or main idea,
useful information, or key words or phrases that help you meet your reading purpose.
Summarizing is generally done after reading. However, it can be done as well while reading
a text.

Summarizing is a skill because it helps you:
 Deepen your understanding of the text
 Learn to identify relevant information or key ideas
 Combine details or examples that support the main idea/s
 Concentrate on the gist or main idea and key words presented in the text; and
 Capture the key ideas in the text and put them together clearly and concisely.
What is not summarizing?
You are not summarizing when you
 Write down everything
 Write down ideas from the text word-for-word
 Write down incoherent and irrelevant ideas;
 Write down ideas that are not stated in the text; or
 Write down a summary that has the same length or is longer than the original text.
Guidelines in Summarizing
1. Clarify your purpose before you read.
2. Read a text and understand the meaning. Do not stop reading until you
understand the message conveyed by the author. Locate the gist or main idea
of the text, which can usually be found either at the beginning, in the middle, or in the
end.
3. Select and underline or circle the key ideas and phrases while reading: another
strategy is to annotate the text.
4. Write all the key ideas and phrases are in bullets.
5. Identify the connections of key ideas using a concept map.
6. List your ideas in sentences.
7. Combine sentences in a paragraph. Use appropriate cohesive devices.
8. Ensure that you do not copy a single sentence from the original text.
9. Refrain from adding comments about the text.
10. Edit the draft of your summary.
11. Compare your output with the original text.
12. Record the details of the original text.
13. Format your summary properly. Use different formats to show variety in writing.

FORMATS IN SUMMARIZING
1. Idea Heading Format
2. Author Heading Format
3. Date Heading Format
C. Guided Practice
 Students will be grouped into 4 and summarize the given academic texts.
 The teacher will give some factual points to guide the students in the activity.
 The students will have a brainstorming and thinking analysis about the given
citation to write their group summary.
 Presentation of outputs
Text 1

Text 2
D. Independent Practice
Using their understanding about summarizing, the students will choose a partner and
summarize the given academic text.
THE CHALLENGE OF STABILITY AND SECURITY IN WEST AFRICA
Marc, Alexandre; Verjee, Neelam; Mogaka, Stephen
This book seeks to critically examine the challenges of fragility and security in West
Africa, along with the factors of resilience. It seeks to investigate key drivers of conflict and
violence, and the way in which they impact the countries of the sub region. Along with
emerging threats and challenges, these include the challenge of youth inclusion; migration;
regional imbalances; extractives; the fragility of political institutions and managing the
competition for power, security and land. The book explores how the sub region, under the
auspices of the regional organization ECOWAS has become a pioneer on the continent in
terms of addressing regional challenges. This book seeks to identify key lessons in the
dynamics of resilience against political violence and civil war, drawn from countries such as
Sierra Leone, Liberia, and Cote d’Ivoire that can be useful for countries around the world in
the midst of similar situations. Finally, it draws on knowledge and findings from a series of

background papers written by leading experts, and provides insights from the perspectives
of academic and development practitioners.
IV. EVALUATION
Write S if the statement describes good summarizing and N if not.
__________ 1. Sean copied everything from the book.
__________ 2. Thomas extracted the key ideas in the text.
__________ 3. Carmela concentrated on the important details.
__________ 4. Anita looked for keywords and phrases.
__________ 5. Jenna simplified ideas.
__________ 6. Rona revised the main idea.
__________ 7. To add more information, Alessa added her analysis and comments to the
ideas of the author.
__________ 8. Maria wrote down the general and specific ideas of the text.
__________ 9. Sean added some of his related research to the information presented in the
text.
__________10. Lalaine extended the message of the text and included some of her
interpretations.
V. ASSIGNMENT
Choose your favorite book or movie and write a summary of its plot. Make sure to
follow the format below.
 Century Gothic 12
 1.5 Spacing
 1” margin on all sides
 Short bond paper
VI. REFLECTION
What were your misconceptions about the topic prior to taking up the lesson?
What new or additional learning have you had other taking up this lesson in terms of
skills, content and attitude?