Republic of the Philippines

Department of Education
Region 02
Schools Division of Cagayan
WESTERN CAGAYAN SCHOOL OF ARTS & TRADES
Daily Lesson Plan in English for Academic and Professional Purposes

Content Standard
Acquires knowledge of appropriate reading strategies for a better understanding of academic
text
Performance Standard
Produces a detailed abstract of information gathered from various academic text.
I. OBJECTIVES
At the end of 60-minute lesson, students should be able to:
A. define an academic text;
B. categorize academic text; and
C. evaluate text taken from the different categories of academic text.
II. SUBJECT MATTER
A.Topic: Reading Academic Text
B. Reference: English for Academic and Professional Purposes Reader’s
First Edition 2016
C. Material: reading materials(photo copies, work sheets), powerpoint
presentation
III. LEARNING PROCEDURE
A. ACTIVITY
The class will be grouped into five members per group. Given a picture to
each group, write a set of directions for the following persons who need to go
to the entrance of the building. Five minutes is allotted to the groups for the
activity.
a. Five-year old girl
b. A man on a wheel chair
c. Deaf man
d. A ninety-year old woman
e. A family on a car
f. A foreigner
Guide Questions
1. What medium did you use to convey the message?
2. What are the differences in giving directions to the different people with
different situations?
3. What is the importance of writing?
4. How about the language use?
B. ANALYSIS
Defining Academic Text (True or False)
______1. Academic writers do not need to refer to other peoples work because
they become experts as they write the topic.
 ______2. Use of colloquial expressions and contractions is acceptable, for
example, sort of and can’t.
______3. Academic writing uses discipline-specific terms that a general reader
may not understand.
______4. Academic writers should avoid short and simple sentences.
______5. Use of passive voice is common in academic writing than in many
writing
______6. Academic writing uses evidence and reasons to persuade rather than
emotive devices or appeals to common sense.
Categories of Academic Text
Students are re-group into three and fill out the concept definition map with
the three categories:
a. Writing in the humanities
b. Writing in the sciences
c. Writing in business

What is it like? What is it? What are some examples?

C. ABSTRACTION
1. What is an academic writing?
2. What are the categories of academic writing?
3. Differentiate the categories
4. What is the importance of knowing the facts about academic writing?
5. How would you apply the known knowledge in academic writing?
D. APPLICATION
Reading of academic text in:
a. natural and social science
b. Mathematics and humanities
IV. EVALUATION
Evaluate text taken from the different categories of academic text looking to its
structure and language use.
V. ASSIGNMENT
Research on the language used in academic text and give examples of each.

VI. REMARKS
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
VII. REFLECTION
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

PREPARED BY:

EDINA D. MENDOZA
EAPP Teacher

MARYROSE MARAMAG
EAPP Teacher

APRROVED BY:

EMELITA P. COLLADO
Secondary School Principal III
 Republic of the Philippines
Department of Education
Region 02
Schools Division of Cagayan
WESTERN CAGAYAN SCHOOL OF ARTS & TRADES
Daily Lesson Plan in English for Academic and Professional Purposes

Content Standard
Acquires knowledge of appropriate reading strategies for a better understanding of academic
text
Performance Standard
Produces a detailed abstract of information gathered from various academic text.
I. OBJECTIVES
At the end of 60-minute lesson, students should be able to:
A. define combination as the first structure of academic text;
B. combine sentences to make fit for academic text; and
C. rewrite sentences observing combination as a structure.

II. SUBJECT MATTER

A. Topic: Structure of an Academic Text
B. Reference: internet
C. Material: power point presentation, reading material
III. LEARNING PROCEDURE
A. ACTIVITY
Concept Definition Using the Frayer Model

DEFINITION QUALITIES

COMBINATION

EXAMPLES NON EXAMPLES

 B. ANALYSIS
Discussion on Combination as the structure of an academic text.
Example:
 The earthquake causes loss of life.
 The earthquake cause massive property damage.
 The earthquake changed the landscape of the village.
 The earthquake is a disaster that caused loss of life, property
damage and permanent changes in the landscape.

C. ABSTRACTION
1. What is combination?
2. What makes combination academic?
3. Do you think combination is best suited for academic writing? Why or
why not?

D. APPLICATION
Combine the following sentences to make their structure better fit for an
academic writing.
 The government’s deal with the public transport company was not
successful.
 The government’s deal with the public transport company will cause
delays in project.
 The government’s deal with public transport company will result in an
unsatisfied citizens.
IV. EVALUATION
Students will remain in their groups. Each group will prepare sentences to the
combined by the other groups. Who ever got the answers correctly they will move
to the next level. Those who will not will not make it to the next.
V. ASSIGNMENT
Research about NOMINALIZATION and give example for it.

VI. REMARKS
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

VII. REFLECTION
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
 PREPARED BY:

EDINA D. MENDOZA
EAPP Teacher

MARYROSE MARAMAG
EAPP Teacher

APRROVED BY:

EMELITA P. COLLADO
Secondary School Principal III
 Republic of the Philippines
Department of Education
Region 02
Schools Division of Cagayan
WESTERN CAGAYAN SCHOOL OF ARTS & TRADES
Daily Lesson Plan in English for Academic and Professional Purposes

Content Standard
Acquires knowledge of appropriate reading strategies for a better understanding of academic
text
Performance Standard
Produces a detailed abstract of information gathered from various academic text.
I. OBJECTIVES
At the end of 60-minute lesson, students should be able to:
A. define nominalization as the second structure of academic text;
B. make fit for academic text; and
C. restucture sentences observing nominalization as a structure.

II. SUBJECT MATTER

A. Topic: Structure of an Academic Text
B. Reference: internet
C. Material: power point presentation, reading material
III. LEARNING PROCEDURE
A. ACTIVITY
Concept Definition Using the Frayer Model

DEFINITION QUALITIES

NOMINALIZATION

EXAMPLES NON EXAMPLES

 B. ANALYSIS
Discussion on Nominalization as the structure of an academic text.
Examples:
Poor: The Company created software to manage the transactions successfully.
Good: The creation of software to manage the transactions was a success.
Poor: The president announced a three-day holiday this September.
Good: The president’s announcement of a three-day holiday for September
was released.
C. ABSTRACTION
1. What is Nominalization?
2. What makes Nominalization a key in writing academic texts?
D. APPLICATION
Restructure the sentences using Nominalization.
1. The project was implemented to make sure that services are not delayed.
2. The investigators established a time to determine the chain of events
relating to the crime.
3. The committee imposed a seven-day deadline for the members to submit
their requirements.
4. The artist created a beautiful mural to pay tribute to the survivors of the
disaster.
5. A number of students reported cases of theft in within the area.
IV. EVALUATION
Students will remain in their groups. Each group will prepare sentences to be
restructured by other groups. Who ever got the answers correctly they will move
to the next level. Those who will not will not make it to the next.
V. ASSIGNMENT
Research about PASSIVE CONSTRUCTION and give examples for it.

VI. REMARKS
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

VII. REFLECTION
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
 PREPARED BY:

EDINA D. MENDOZA
EAPP Teacher

MARYROSE MARAMAG
EAPP Teacher

APRROVED BY:

EMELITA P. COLLADO
Secondary School Principal III
 Republic of the Philippines
Department of Education
Region 02
Schools Division of Cagayan
WESTERN CAGAYAN SCHOOL OF ARTS & TRADES
Daily Lesson Plan in English for Academic and Professional Purposes

Content Standard
Acquires knowledge of appropriate reading strategies for a better understanding of academic
text
Performance Standard
Produces a detailed abstract of information gathered from various academic text.
I. OBJECTIVES
At the end of 60-minute lesson, students should be able to:
A. define passive construction as the third structure of academic text;
B. combine sentences to make fit for academic text; and
C. rewrite sentences observing passive construction as a structure.

II. SUBJECT MATTER

A. Topic: Structure of Academic Text
B. Reference: internet
C. Material: power point presentation, reading material
III. LEARNING PROCEDURE
A. ACTIVITY
Concept Definition Using the Frayer Model

DEFINITION QUALITIES

PASSIVE

CONSTRUCTION
N

EXAMPLES NON EXAMPLES

B. ANALYSIS
Discussion on Passive Construction as the structure of an academic text.
Example:
Poor: The researcher conducted the experiment to validate the hypothesis.
Good: Experiments were conducted to validate the hypothesis.
 Poor: An engineer built a saltwater lamp to help community with no current.
Good: A saltwater lamp was built to help communities with no current.

C. ABSTRACTION
1. What is passive construction?
2. What makes passive combination academic?

D. APPLICATION
Reconstruct the sentences using passive construction.
1. The children gave several inputs to improve the operations of the
facility.
2. Nurses conducted workshops for those in far flung areas for health and
sanction.
3. The company acquired a numbers of contractors to render service to its
customers.
4. Marketers need to make a quota every month to maintain sustainable
growth.
5. Guitar players constantly practice to ensure fault free performance.
IV. EVALUATION
Students will remain in their groups. Each group will prepare sentences ready for
reconstruction by the other groups. Who ever got the answers correctly they will
move to the next level. Those who will not will not make it to the next.
V. ASSIGNMENT
Research about language used in academic text from various discipline and give
example for it.

VI. REMARKS
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

VII. REFLECTION
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
 PREPARED BY:

EDINA D. MENDOZA
EAPP Teacher

MARYROSE MARAMAG
EAPP Teacher

APRROVED BY:

EMELITA P. COLLADO
Secondary School Principal III
 Republic of the Philippines
Department of Education
Region 02
Schools Division of Cagayan
WESTERN CAGAYAN SCHOOL OF ARTS & TRADES
Daily Lesson Plan in English for Academic and Professional Purposes

Content Standard
Acquires knowledge of appropriate reading strategies for a better understanding of academic
text
Performance Standard
Produces a detailed abstract of information gathered from various academic text.
I. OBJECTIVES
At the end of 60-minute lesson, students should be able to:
A. Differentiate language used in academic text;
B. Restructure sentences using the four foundations in language use; and
C. Value language use in academic text through varied activities.

II. SUBJECT MATTER

A. Topic: Language used in an academic text in various disciplines
B. Reference: English for Academic and Professional Purposes by
Lauro S. Aspiras, MAEd
C. Material: power point presentation, reading material

III. LEARNING PROCEDURE

A. ACTIVITY
The teacher will post jumbled letters and students are going to arrange
the letters to come up with the correct word which concerns language
used in academic text.

T L O R M I A F Y B O I J T E V Y C I T

Language requires precision writing must be impersonal

S N E E P I I T S X L C N A T I U O C

Demands the use of signposts requires care

B. ANALYSIS
Discussion on language used in academic writing.
A. FORMALITY
 1. Choosing extended modal forms
Can’t---can not don’t—do not wouldn’t---would not
2. Choosing one-word verb form
Mess up----damage put up-----built
3. Using expanded terms
ASAP—as soon as possible
4. Avoid colloquial/idiomatic expressions
Kinda—kindly gotcha—got you
B. OBJECTIVITY
1. Avoid using personal pronouns
2. Avoid rhetorical questions
3. Avoid emotive language
C. EXPLICITNESS
1. Change line of argument(however)
2. Phrases that make ideas explicit (this is due to the……, this
resulted in…..)
3. When two ideas mean the same(similarly)
4. Extra information(in addition)
5. Giving examples (for instance)
D. CAUTION
Ways to avoid
1. Use modal verbs, adverbs and verbs
2. Draw conclusion s on your own

C. ABSTRACTION
Students will give their own insight on language used in academic
writing. Recap the definition and examples.

D. APPLICATION
The teacher will distribute worksheets with (5) five sentences per
language used to be reconstructed by the students to create an
academic writing.

IV. EVALUATION
Each group will create a short academic writing observing the use of language in
an academic text to be posted on Facebook.
Group 1- Millennial age: the adventurous age
Group 2- Facebook as a new avenue for information generation
Group 3- k+12 program was a success
Group 4- college admission test as a determinant of the future

V. ASSIGNMENT
1. Research about PARAPHRASING AND SUMMARIZING as a way of
avoiding PLAGERISM.
2. Research on the different types of plagiarism.
VI. REMARKS
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

VII. REFLECTION
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

PREPARED BY:

EDINA D. MENDOZA
EAPP Teacher

MARYROSE MARAMAG
EAPP Teacher

APRROVED BY:

EMELITA P. COLLADO
Secondary School Principal III
 Republic of the Philippines
Department of Education
Region 02
Schools Division of Cagayan
WESTERN CAGAYAN SCHOOL OF ARTS & TRADES
Daily Lesson Plan in English for Academic and Professional Purposes

Learning Competency: paraphrases/ explains a text using one’s own words (CS_EN11/12A-
EAPP-Ia-c-7)

I. OBJECTIVES

At the end of the lesson, the students should be able to

a. define paraphrasing
b. paraphrase a given text; and
c. use paraphrasing artistically through varied activities.

II. SUBJECT MATTER

A. Topic: Paraphrasing
B. Reference: English for Academic and Professional Purposes by Lauro S.
Aspiras, MAEd
C. Materials: paper strips, laptop, projector, manila-paper, marker

III. PROCEDURE

A. ACTIVITY
Activity Name: “SAY IT LIKE YOU MEAN IT”
The teacher plays a video-clip. Each group will have the chance
to re-enact the scene in the video clip by saying the lines of the
characters in their own words. They will be given 5 minutes to do
the activity.

B. ANALYSIS
The teacher will process the activity with the following questions.
1. What can you say about the activity?
2. What do you call the process of saying things in your own
words?
3. Who can define paraphrasing?

Note: The teacher supplements the ideas given by the learners

C. ABSTRACTION
“REWRITE and MAKE IT RIGHT”
 The teacher presents a poorly written paraphrase of a given text.
Each group will try to rewrite the poorly written paraphrase and
transform it into a well-written one. Five minutes will also be given
to finish the activity.

D. APPLICATION

“RESCRIPT to CARRY-OUT”
Using the same groupings, the learners will present an artistic
paraphrase of the assigned text.
After 10 minutes, each group will be presenting their outputs. (Either
a Song or a poem)
Group 1-Song (Secret Love Song)
Group 2-Poem (Sonnet 116)
Group 3-Song (What makes you Beautiful)
Group 4-Poem (The Road Not Taken)
They will be graded using the rubric below.

RUBRICS

CORRECTNESS (parallelism of thoughts to the original text) -20 PTS.

CREATIVITY (imaginativeness and inventiveness of the performance)- 15 PTS.

TEAMWORK (involvement of all the members of the group) - 15 PTS.

E. EVALUATION

5-ITEM QUIZ (Individual Assessment)

DIRECTION: Choose the most comprehensive paraphrase of
the given sentence in each item.
(see pages 115-116 of the Textbook Reference)

F. ASSIGNMENT

VI. REMARKS
 __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

VII. REFLECTION
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

PREPARED BY:

EDINA D. MENDOZA
EAPP Teacher

MARYROSE MARAMAG
EAPP Teacher

APRROVED BY:

EMELITA P. COLLADO
Secondary School Principal III

Republic of the Philippines

Department of Education
Region 02
 Schools Division of Cagayan
WESTERN CAGAYAN SCHOOL OF ARTS & TRADES
Daily Lesson Plan in English for Academic and Professional Purposes

Learning Competency: uses various techniques in summarizing a variety of academic texts

CS_EN11/12A-EAPP-Ia-c-5

I. OBJECTIVES

At the end of the lesson, the students should be able to

d. define paraphrasing
e. paraphrase a given text; and
f. use paraphrasing artistically through varied activities.

II. SUBJECT MATTER

D. Topic: Paraphrasing
E. Reference: English for Academic and Professional Purposes by Lauro S.
Aspiras, MAEd
F. Materials: paper strips, laptop, projector, manila-paper, marker

III. PROCEDURE

A. ACTIVITY

TASK 1: Snowball Fights

Put a problem on the board or post a question. Ask students to answer

it, but not to put their names on their papers. Then they wad up the
paper and toss the “snowball” (either in a box or a to designated center
spot). Then each student in the class gets one of the tossed snowballs.
The teacher explains the problem/answers the question, etc., and asks
students to look at the snowball they received. If their paper has a
correct response, they should sit down. Then, while the teacher doesn’t
know “who” doesn’t get it, he/she does know quickly “how many”
don’t.

B. ANALYSIS

TASK 2: Expert Groups/Jigsaw

Form expert groups for each “chunk” of a segment of

reading/learning. Allow time for each expert group to discuss and
summarize its “chunk.” Then jigsaw the groups so that each new group
has one member of each expert group. Direct each expert in the newly
 formed groups to summarize their “chunk” for their new group
members. This is similar to Numbered Heads Together above.

C. ABSTRACTION

TASK 3:Gist

Students are given a grid of blanks (any number, depending on the

age/level of the student and the level of complexity of the topic). They
must fill each blank with a word or phrase helps capture the “gist” of the
learning.

D. APPLICATION

TASK 4: Alphabet Sequential Round Table

Give students a grid with each letter of the alphabet in a square. In a small
group, students are given a defined time to begin filling in the grid with a
key learning of the lesson. At the signal, the student passes the grid on
(and receives another). With each successive pass, students must read the
concepts/ideas on the grid they receive, and then continue the grid, adding
(not repeating) new information to each grid.

RUBRICS

CORRECTNESS (parallelism of thoughts to the original text) -20 PTS.

CREATIVITY (imaginativeness and inventiveness of the performance)- 15 PTS.

TEAMWORK (involvement of all the members of the group) - 15 PTS.

IV. EVALUATION
TASK 5: 5 W’s Summary
Students list information that answers Who, What, When, Where, Why
related to the learning from the lesson

V. ASSIGNMNET
Have an advance research on plagiarism and answer the
following question on your reflective journal.
 What is the relationship of plagiarism to the
paraphrasing of an academic text?
VI. REMARKS
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

VII. REFLECTION
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

PREPARED BY:

EDINA D. MENDOZA
EAPP Teacher

MARYROSE MARAMAG
EAPP Teacher

APRROVED BY:

EMELITA P. COLLADO
Secondary School Principal III