Lesson Plan-Writing Precis

Centro Escolar University
Centro Escolar Integrated School

A Semi-Detailed Lesson Plan in English for Academic & Professional Purposes
I. Objectives
At the end of the session, the students are expected to-----
a. explain precis;
b. identify the good and bad features of precis;
c. apply process in writing precis;
d. write a precis of the article read;
e. restate the author’s thesis in their own words;
f. annotate the article; and
g. reflect on the author’s purpose.
II. Subject Matter

1. Topic: Writing a precis
2. Materials: Laptop, LCD, Passage, H-Chart, Alternate Response Card,Article
and Worksheet
3. Reference:
Barrot, J., & Fresnillo-Sipacio, P.J. (2016). English for Academic &
Professional Purposes.
III. Procedures
1. Routines
a. Prayer
“Class, let’s pray. Prayer leader, lead the prayer”
b. Checking of classroom condition

“Before you sit down, pick up the pieces of paper under your chair”
c. Checking of attendance
“Class Secretary, please report. Are there any absentees for today?
Who are they?”

2. Review
-Before we proceed to our next topic, let’s have a review.
-What are the topics that you encountered last quarter ?
-Can anyone enumerate the lessons and give brief explanation.
-Again, What are the four macro skills?
-What do you think skill is improve to these topics?
-But on this unit of our lesson, we are going to improve your writing skills.
3. Motivation
-But before we proceed to our new lesson, let’s have an activity. I called it pass
the passage. I will group you into 2 groups. Form a line, The group one stand at
the left side and group 2 stand at the right side. Choose one representative then
he/she will read the passage in 3 minutes. Pass it to the next person until it
reaches to the last person. The last person will tell what it is all about.
-I will give you 10 minutes to pass the passage.
-The last person of group 1, Come in front. what your passage is all about?
-The last person of group 2, Come in front. What your passage is all about?
-The first persons of the group, Are they right? Do you think the content of the
passage was pass accurately?
Probing Questions:
-Do you think it is possible to pass the passage word by word?
-Then how did you pass the passage? What did you do?
-So based on how you received the content of the passage, what do you think is
our lesson for today?
4. Discussion
-But in getting the main idea of the passage, there’s another method in
concising summary of an article. Do you have any idea what it is called?
-Precis is an old french and meaning ‘Cut short.’’

-What do you mean when we say ‘cut short?’
-Before we elaborate Precis, let’s have another activity.
-Class, I will group you into two groups and I will give each group a
cartolina and also a passage. In this passage, The first one is the original text
and the second is already precise. You have to observed the differences.
Based on the passage that are given, write your idea on the right side about,
do’s in writing a precis in the left side it will be don’ts of writing a precis.
Choose 4 representatives from your group to explain your work.
-I will give you 15 minutes to compare and contrast the two.
-Now, Group 1, present your work.
-Last, Group 2, present your work.
-In our last activity, you came up with your own good and bad features of
precis. Let’s recheck your work. (Through checking their work, I’ll discuss
and elaborate the topic)
IV. Application
-Let’s see if you really have learned something, I have here alternate
response card, Raise like sign if the situation shows an effective strategy in
writing precis, dislike sign if not.
-Wait for my signal “Raise’’ before raising your card.
(these are the situations)

1. Bryan adds his own explanation to some of the key ideas he writes in his
summary
2. Heidi highlights the key ideas in the original text while reading it.
3. Theresse reads her summary and compares it to the original text.
4. Arvel writes the name of the author, year of publication, and title of the
text at the beginning of the summary.
5. Owen copies in verbatim some of the sentences from the original text.
V. Generalization
-Let’s have another activity, I called it toss the ball, form a circle. I will throw
the ball to someone then she/he has to share what she/he have learned in our lesson
then he/she will throw it to someone to answer also the question. We will only stop
until we reach the 10 minutes time limit.
VI. Evaluation
-How well do you know one another? For our last activity, You have a chance
to know one another. Write your own autobiography, Choose a partner then your
partern will write a precis about your life and vice versa. You have 30 minutes to do
it.
VII. Assignment
“For your assignment, answer pages 128-130 of the book.”
Prepared by Maria Mikaela G. Henson

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Centro Escolar University

Centro Escolar Integrated School

II. Subject Matter

b. Checking of classroom condition

Who are they?”

-I will give you 10 minutes to pass the passage.

-Precis is an old french and meaning ‘Cut short.’’

-I will give you 15 minutes to compare and contrast the two.

-Now, Group 1, present your work.

-Last, Group 2, present your work.

-Wait for my signal “Raise’’ before raising your card.

(these are the situations)

Prepared by Maria Mikaela G. Henson

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