English for Academic and

Professional Purposes
LEARNING OBJECTIVES

• 1.The learner determines the structure of a

specific academic text
• 2.The learner differentiates language used in
academic texts from various disciplines
• 3. The learner explains the specific ideas
contained in various academic texts
• 4.The learner uses knowledge of text structure to glean
the information he/she need
5. The learner uses various techniques in summarizing a
variety of academic texts
6. The learner states the thesis statement of an academic
text
7. The learner paraphrases/explains a text using one’s
own words
8. The learner outline reading text in various disciplines
9. The learner summarizes the content of an academic
text
10. The learner writes a precis/abstract/summary of
texts in the various discipline
Unscramble the letters…

•R

• D N
A

G E I
•READING
• 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.
Group Activity

• 1. Observe people talking to one another. Pay

attention to the hand movements of these people
in conversation.

• 2.Communicate to one another without using

oral language. Find out how long you can sustain
your “silent conversation.”
Popcorn Reading –” From Hand to Mouth”

Speech Gesture
Advantages Disadvantages Advantages Disadvantages
GROUP ACTIVITY
Task:
Each group will identify the parts of an academic text in
the “From Hand to Mouth” by Michael C. Corbalis

Each group will present the output in the class

In a one whole sheet of paper, answer the following questions:
1. Does academic writing requires concentration and
comprehension? Explain.
1. Does one should identify his/her purpose before reading? Explain
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.
 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 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.

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.
 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.
The Anglo-Saxon is the term that came about with reference to
the Teutonic tribes that invaded England. The term is often
used to refer to “the earliest period of English” (Baugh and
Cable 2002).

Indo-European language is the family of languages to which

English belongs.
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.

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

pronouns, adjectives) in the sentences in an inflected language.

Standardization suggests an “ideal” norm or model of usage.

Mutually intelligible language indicated that the language are distinct from
each other and are not dialects of the same language.
V. Assignment
Look for the copy of the text ‘Wrigley’s Chewing Gum’(which will
be used for the next lesson)
VI. Reflection

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?
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.
STRATEGIES IN LOCATING THE TOPIC SENTENCE
(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 .
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?