English for Academic and Professional Purposes Teacher's Guide Department of Education Republic of the Philippines PDF

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English for Academic and PY Professional Purposes O C D Teacher’s Guide E EP This learning resource was collaboratively developed and D reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback...

Description

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English for Academic and Professional Purposes

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Teacher’s Guide

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This learning resource was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected]. We value your feedback and recommendations.

Department of Education Republic of the Philippines i All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016

English for Academic and Professional Purposes Teacher’s Guide First Edition 2016 Republic Act 8293. Section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.

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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this learning resource are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them

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Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Reader. Those who have not entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly. Authors and publishers may email or contact FILCOLS at [email protected] or (02) 435-5258, respectively.

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Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, PhD

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Development Team of English for Academic and Professional Purposes Teacher’s Guide Ma. Milagros C. Laurel, PhD Adelaida F. Lucero, PhD Rosalina T. Bumatay-Cruz, PhD Cover Design:

Jason O. Villena Sharlyn P. Sanclaria

Fermin M. Fabella, Jr

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Management Team of English for Academic and Professional Purposes Teacher’s Guide Bureau of Curriculum Development Bureau of Learning Resources

Printed in the Philippines by _______________ Department of Education-Bureau of Learning Resources (DepEd-BLR) Office Address: Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600 Telefax: (02) 634-1054;634-1072;631-4985 E-mail Address: [email protected]; [email protected]

ii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016

PY C O D EP E D iii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016

PY C O D EP E D iv All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016

PY C O D EP E D v All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016

PY C O D EP E D vi All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016

PY C O D EP E D vii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016

PY C O D EP E D viii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016

PREFACE The articles in the Reader vary in subject matter, length, and style of writing in order to give the students a wide range of reading exposure. Some are light in tone but informative; others are serious and content-heavy. The reading materials thus provide exciting opportunities for learning. The recommended activities contained in this accompanying teacher’s guide

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train the students to become effective readers. The activities are grouped into 1) a motivating introduction that builds up on the learner’s schema, their prior knowledge and their skills required in their earlier years of schooling, 2) the lesson proper, where guide questions lead to activities that develop and enhance the

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learning competencies of the students, and 3) concluding activities that encourage the students to apply their new learnings to practical situations independently. The teacher’s are encouraged to use this guide as a springboard for lively classroom discussions. For this reason, most of the selections contain only general

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instructions to give room for the teachers to innovate and adapt the materials to

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their classroom conditions.

Some reactions include more detailed explanations to facilitate discussions

on more specialized topics. The expanded activities found in these actions serve as

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lesson exemplars.

ix All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016

TABLE OF CONTENTS CHAPTER 1 – Reading Academic Texts 4

Brief History of English

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Understanding Calories

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Wrigley’s Chewing Gum

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Golden Age of Comics

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From Hand to Mouth

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On Various Kind of Thinking

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From the Autopsy Surgeon’s Report

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Competition and Cooperation

Legal Indictment

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Newspaper Account: Local Girl Found Slain by Rejected

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Lover

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Porphyria’s Lover

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Quiapo: The Procession of the Black Nazarene

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The Sob Sister’s Story

Black Nazarene Procession Awes American Tourist

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CHAPTER II – Writing a Reaction Paper / Review / Critique 30

Four Values in Filipino Drama and Film

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Art

The Digital Divide: The Challenge of Technology and

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Equity Ang Bayan Muna Bago ang Sarili

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Why JFK’s Inaugural Succeeded

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Dead Water

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Four Perspective on Heneral Luna

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x All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016

CHAPTER 3 – Writing a Concept Paper 70

Months of the Year and Days of the Week

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Ketchup

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Mercury Pollution

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Hormones in the Body

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Paleolithic Art

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Words to the Intellectuals

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Boondocks

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The Sentiments of Kundiman

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Our Very Own Arnis

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Why Sinigang?

Fusion vs. Fission

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Things: Throw Away Society

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CHAPTER 4 – Writing a Position Paper

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Doubts about Doublespeak

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The Case for Short Words

The Other Side of E-mail

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Women Talk Too Much

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r u online?

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Is Bad Language Unacceptable on TV

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Good English and Bad

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With These Words I Can Sell You Anything

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The Great Global Warming Swindle

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The Hazards of Industrial Agriculture

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More Energy

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Mahatma Gandhi’s Hunger Strike

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I Have a Dream

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Detecting Propaganda

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xi All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016

CHAPTER 5 – Writing a Report Fast Food Addiction

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Nonverbal Behaviour

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Philippines 2013 International Religious Freedom Report

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Executive Summary 192

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Guides for Physics Lab Report

xii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016

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Chapter I

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Reading Academic Texts

13 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016

PY C O D EP E D 2 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016

Reading Academic Texts Reading is one skill that is put into good use everyday. As soon as we go to the kitchen and open the cupboard to prepare our first meal for the day, we start reading the labels on the boxes and cans found on the shelves. We pick a box of cereals and read the instructions written on the package. With proper understanding of these directions, we can enjoy a hearty breakfast. This section aims to enhance the students’ skills in reading academic

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texts. In the earlier years the students were taught reading strategies. These strategies can give them a better grasp of the reading texts.

The first two selections provide an account of the history of language;

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one discusses language development from gestures to speech, the other gives a broad perspective of the periods in the history of the English Language. The chronological presentation of facts can help explain how languages change through time.

The four selections that follow are a sharp contrast to the first two in

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terms of length. These selections though brief, provide sufficient information on a variety of topics. The longer selections require skills that enable the

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reader to determine text structures as the key to understanding meaning and gathering information.

This section also contains texts that illustrate the use of the English

language in different disciplines. The language registers as these varieties of English in the different fields of learning are called, are distinctly shown in the

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selections that include the language of medicine, law, journalism, and literature.

3 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016

“From Hand to Mouth” Motivating Introduction 1. Ask the students to observe people talking to one another. Tell them to pay attention to the hand movements of these people in conversation. 2. Let the students communicate to one another without using oral language. Find out how long the students can sustain their “silent conversation.”

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Lesson Proper

1. Ask the students to prepare an outline of the selection. Let them identify the main headings of the article.

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2. Make the students list the evidence that vocal language was a development later than gesture or signed language. 3. Prepare

the

following

worksheet

indicating

the

advantages

and

language.

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SPEECH

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disadvantages of the speech or vocal language, and of gesture or signed

Disadvantages

Advantages

Disadvantages

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Advantages

GESTURE

Post-Lesson Activity 1. Assign students to do a research on the origin of language. 2. Ask them to comment on the different theories of language origin. 3. Let the students discuss other developments in communication (e.g., written language, electronic or computer-mediated communication).

4 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016

“Brief History of English” Motivating Introduction 1. Assign the students to consult the dictionary for the origin of the following words: a. b. c. d. e.

cheese camp school religion beef

f. chicken g. carpenter h. sky i. cat j. altar

menu, chef, captain, navy, military)

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Lesson Proper

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2. Give them an additional list in class (horse, coliseum, candle, mother, father,

1. Introduce the following terms to the students: Old English Middle English Modern English Anglo-Saxons Indo-European language

Celts Dialect Case Standardization Mutually intelligible language

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Notes

f. g. h. i. j.

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a. b. c. d. e.

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Old English usually refers to the period in the history of the English language

covering the years from 449 (or 450) to 1100 (or 1150). Around the year 450, England was invaded by the Germanic tribes (the Angels, the Saxons, and the Jutes). These Germanic tribes are regarded as “the founders of The

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English nation” [Albert C. Baugh and Thomas Cable, A History of the English Language (London: Routledge, 2002)]. The account of these invasions is found in the Benedictine monk Bede’s work Ecclesiastical History of the English People, which was completed in 731 (Baugh and Cable 2002). The earliest records of the language date back to about 700.

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Middle English covers the period from 1100 (or 1150) to 1500. William of Normandy, a French territory, conquered England in 1066. The French rule brought change to the English language. The Anglo-Saxons chronicle existed until 1154. By that time, the English language had taken on new futures different from the ones of Old English. 5

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016



Modern English covers the period 1500 to the present in the history of the English language. The introduction of the movable printing process into England by William Caxton in 1476 made possible the production of uniform copies of big numbers of books. The increase in the number of schools, in literacy production, and in travel and explorations brought change to the language from the time of the Renaissance in the 1500s.

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The Anglo-Saxon is the term that came about with reference to the Teutonic period of English” (Baugh and Cable 2002).

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tribes that invaded England. The term is often used to refer to “the earliest 

Indo-European language is the family of languages to which English belongs.

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The Celts were “the original inhabitants of the British Isles before the arrival of the Romans” [Phillip, The Story of English (London: Quercus, 2009)]. Dialect is a variation of a language.

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Case is the choice of form depending on the function of words (nouns,

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pronouns, adjectives) in the sentences in an inflected language. Standardization suggests an “ideal” norm or model of usage.

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Mutually intelligible language indicated that the language are distinct from

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each other and are not dialects of the same language.

2. Talk about the use of the English language in the Philippines and other countries in Asia. Explain to the students the role of English in global communication.

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Post-Lesson Activity

1. Ask the students to look up the origin of the following words used by Filipinos: a. mesa

f.

silya

b. lapis

g. titser

c. bag

h. baso

d. kabayo

i.

kotse

e. tsunami

j.

lahar

2. Explain briefly how these words became part of the local language(s) in the Philippines.

6 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016

“Understanding Calories” Motivating Introduction 1. Bring to class some pictures of some food items with their nutritional information from the dried goods section of the grocery (e.g., a small can of sardines, a can of fruit cocktail). 2. Teach the students how to interpret the nutritional information on the labels of these food items. Show them samples like the one below.

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3. Call the attention of the students to the part which says “calories.” Occasionally, instead of “calories” the word “energy” appears. Explain this

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distinction to the class. Explain...