Republic of the Philippines

Department of Education
Catbalogan City Division
Catbalogan City, Samar
SILANGA NATIONAL HIGH SCHOOL
SEMI-DETAILED LESSON PLAN IN
English for Academic and Professional Purposes

June 3, 2019
12:40- 1:30 Bread and Pastry B
2: 20- 3:10 EPAS 12
3:10- 4:10 EIM A
4:50-5:40 EIM B
5:40-6:30 Bread and Pastry A
OBJECTIVE/S:
Content Standard:
 The learner acquires knowledge of appropriate
reading strategies for a better understanding of
academic texts.
Performance Standard:
 The learner produces a detailed abstract of
information gathered from the various academic
texts read.
Learning Competency:
 Determines the structure of a specific academic text.
I. SUBJECT MATTER:
Topic: READING ACADEMIC TEXTS

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
Learning Material: Power Point Presentation, Projector, Texts
II. PROCEDURE:
a. Preliminary Activity
 Checking of attendance
 Checking cleanliness and order of classroom

b. Introduction
1. Review/Drill
The teacher will ask the students on what they have
learned from their previous lesson. Let the students freely
express their ideas.
c. Motivation
The teacher will ask the following questions:
 1. What is the easiest/most difficulty in writing
assignment you have done so far?
2. What do you think made the writing assignment
difficult or easy?
3. Based from your answers, what do you think is
academic writing and its differences from other
kinds of writing?
d. Lesson Proper
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
* The teacher will process the answer of the students.
* There will be a lecture regarding the structures/parts of
academic text
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 student 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 structures/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?

Prepare by:
LIEZEL G. SALDO
Subject Teacher
 Republic of the Philippin
Department of Education
Catbalogan City Division
Catbalogan City, Samar
SILANGA NATIONAL HIGH SCHOOL
SEMI-DETAILED LESSON PLAN IN
English for Academic and Professional Purposes

June 4, 2019
12:40- 1:30 Bread and Pastry B
2: 20- 3:10 EPAS 12
3:10- 4:10 EIM A
4:50-5:40 EIM B
5:40-6:30 Bread and Pastry A
I.OBJECTIVE/S:
Content Standard:
 The learner acquires knowledge of appropriate
reading strategies for a better understanding of
academic texts.
Performance Standard:
 The learner produces a detailed abstract of
information gathered from the various academic
texts read.
Learning Competency:
 Differentiates 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. Preliminary Activity
 Checking of attendance
 Checking cleanliness and order of classroom

b. Introduction
1.Review/Drill
The teacher will ask the students on what they have
learned from their previous lesson. Let the students freely
express their ideas.
 c. Motivation
Assign the students to consult the dictionary for the origin of the
following words:
a. cheese
b. chicken
c. camp
d. carpenter
e. school
f. sky
g. religion
h. cat
i. beef
j. altar

d. Lesson Proper
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
1. Introduce the following terms to the students:
a. Old English
b. Middle English
c. Modern English
d. Anglo-Saxons
e. Indo-European language
f. Celts
g. Dialect
h. Case
i. Standardization
j. Mutually intelligible language
Note:
 -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.
2. Talk about the use of the English language in the Philippines and other
countries in Asia. Explain to the students the goal of English to the global
communication.
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
different various of decipline.
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
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.
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?

Prepare by:
LIEZEL G. SALDO
Subject Teacher
Republic of the Philippines
Department of Education
 Catbalogan City Division
Catbalogan City, Samar
SILANGA NATIONAL HIGH SCHOOL
SEMI-DETAILED LESSON PLAN IN
English for Academic and Professional Purposes

June 5, 2019
12:40- 1:30 Bread and Pastry B
2: 20- 3:10 EPAS 12
3:10- 4:10 EIM A
4:50-5:40 EIM B
5:40-6:30 Bread and Pastry A
I.OBJECTIVE/S:
Content Standard:
 The learner acquires knowledge of appropriate
reading strategies for a better understanding of
academic texts.
Performance Standard:
 The learner produces a detailed abstract of
information gathered from the various academic
texts read.
Learning Competency:
 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. Preliminary Activity
 Checking of attendance
 Checking cleanliness and order of classroom

b. Introduction
1.Review/Drill
The teacher will ask the students on what they have
learned from their previous lesson. Let the students freely
express their ideas.
c. Motivation
 The teacher will ask the students to:
1. Within five minutes, write their idea about love.
2. Exchange with their classmate’s 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.
d. Lesson Proper

A. Activity
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.
3. Call the attention of the students to the part which says
“calories.” Occasionally, instead of “calories” the word “energy” appears.
Explain this distinction to the class. Explain to them the other entries
listed on the label.
B. Analysis
1. Guide the students through a careful reading of the selection.
2. Ask the students why it is important to understand calories.
C. Abstraction
Let the students read the text entitled “Understanding Calories” in
their book.
Let them identify the function of each paragraph (e.g., Paragraph 1
introduces the topic by giving a definition of calorie).
D. Application
1. Ask the students to interview a school athlete or a team coach about
calories intake. What is a healthy intake of calories?
2. Go to the grocery and compare the nutritional ingredients of products
that are sugar-free with those that contain sugar (e.g., Regular Coca-Cola,
Coke Light and Coke Zero)

IV. Evaluation
 The teacher will give a short academic text. And let the explain the
specific ideas on the text given.

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?

Prepare by:
LIEZEL G. SALDO
Subject Teacher

Republic of the Philippines

Department of Education
Catbalogan City Division
Catbalogan City, Samar
 SILANGA NATIONAL HIGH SCHOOL
SEMI-DETAILED LESSON PLAN IN
English for Academic and Professional Purposes

June 6, 2019
12:40- 1:30 Bread and Pastry B
2: 20- 3:10 EPAS 12
3:10- 4:10 EIM A
4:50-5:40 EIM B
5:40-6:30 Bread and Pastry A
I. OBJECTIVE/S:
Content Standard:
 The learner acquires knowledge of appropriate
reading strategies for a better understanding of
academic texts.
Performance Standard:
 The learner produces a detailed abstract of
information gathered from the various academic
texts read.
Learning Competency:

 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.
C. Abstraction
To differentiate the difference between academic text and non-
academic texts, watch the video in the following link:
http://www.screencast.com/users/UniRdg_Library/folders/Study
%20Advice/media898c4360-f86d-4808-812a-758d4ef4ac02
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?

Prepare by:
LIEZEL G. SALDO
Subject Teacher

Republic of the Philippines

Department of Education
Catbalogan City Division
Catbalogan City, Samar
SILANGA NATIONAL HIGH SCHOOL
SEMI-DETAILED LESSON PLAN IN
 English for Academic and Professional Purposes

June 7, 2019
12:40- 1:30 Bread and Pastry B
2: 20- 3:10 EPAS 12
3:10- 4:10 EIM A
4:50-5:40 EIM B
5:40-6:30 Bread and Pastry A
OBJECTIVE/S:
Content Standard:
 The learner acquires knowledge of appropriate
reading strategies for a better understanding of
academic texts.
Performance Standard:
 The learner produces a detailed abstract of
information gathered from the various academic
texts read.
Learning Competency:

 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?

Prepare by:
LIEZEL G. SALDO
Subject Teacher