English for Academic and Professional Purposes...
D
C O
PY
English for Academic and Professional Purposes
EP E
Teacher’s Guide
D
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.
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.
PY
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
C O
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.
D
Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, PhD
EP E
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
D
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.
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.
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.
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.
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.
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.
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.
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
PY
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
C O
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
D
instructions to give room for the teachers to innovate and adapt the materials to
EP E
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
D
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.
TABLE OF CONTENTS CHAPTER 1 – Reading Academic Texts 4
Brief History of English
5
Understanding Calories
7
Wrigley’s Chewing Gum
9
Golden Age of Comics
10
PY
From Hand to Mouth
11
On Various Kind of Thinking
12
From the Autopsy Surgeon’s Report
13
C O
Competition and Cooperation
Legal Indictment
16
Newspaper Account: Local Girl Found Slain by Rejected
18
Lover
19
Porphyria’s Lover
20
Quiapo: The Procession of the Black Nazarene
22
EP E
D
The Sob Sister’s Story
Black Nazarene Procession Awes American Tourist
23
CHAPTER II – Writing a Reaction Paper / Review / Critique 30
Four Values in Filipino Drama and Film
34
D
Art
The Digital Divide: The Challenge of Technology and
37
Equity Ang Bayan Muna Bago ang Sarili
40
Why JFK’s Inaugural Succeeded
44
Dead Water
49
Four Perspective on Heneral Luna
56
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.
CHAPTER 3 – Writing a Concept Paper 70
Months of the Year and Days of the Week
80
Ketchup
86
Mercury Pollution
91
Hormones in the Body
95
Paleolithic Art
100
Words to the Intellectuals
103
PY
Boondocks
106
The Sentiments of Kundiman
109
Our Very Own Arnis
112
C O
Why Sinigang?
Fusion vs. Fission
114
Things: Throw Away Society
121
CHAPTER 4 – Writing a Position Paper
138
Doubts about Doublespeak
140
D
EP E
D
The Case for Short Words
The Other Side of E-mail
142
Women Talk Too Much
143
r u online?
144
Is Bad Language Unacceptable on TV
147
Good English and Bad
149
With These Words I Can Sell You Anything
152
The Great Global Warming Swindle
154
The Hazards of Industrial Agriculture
158
More Energy
159
Mahatma Gandhi’s Hunger Strike
161
I Have a Dream
163
Detecting Propaganda
165
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.
CHAPTER 5 – Writing a Report Fast Food Addiction
171
Nonverbal Behaviour
176
Philippines 2013 International Religious Freedom Report
185
Executive Summary 192
D
EP E
D
C O
PY
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.
PY
C O
Chapter I
D
EP E
D
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.
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.
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
PY
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;
C O
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
D
terms of length. These selections though brief, provide sufficient information on a variety of topics. The longer selections require skills that enable the
EP E
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
D
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.
“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.”
PY
Lesson Proper
1. Ask the students to prepare an outline of the selection. Let them identify the main headings of the article.
C O
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.
EP E
SPEECH
D
disadvantages of the speech or vocal language, and of gesture or signed
Disadvantages
Advantages
Disadvantages
D
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.
“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)
C O
Lesson Proper
PY
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
EP E
Notes
f. g. h. i. j.
D
a. b. c. d. e.
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
D
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. 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.
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 period of English” (Baugh and Cable 2002).
PY
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.
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,
C O
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
D
EP E
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.
D
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.
“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.
PY
3. Call the attention of the students to the part which says “calories.” Occasionally, instead of “calories” the word “energy” appears. Explain this
D
EP E
D
C O
distinction to the class. Explain to them the other entries listed on the label.
7 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.
Lesson Proper 1. Guide the students through a careful reading of the selection. 2. Let them identify the function of each paragraph (e.g., Paragraph 1 introduces the topic by giving a definition of calorie). 3. Ask the students why it is important to understand calories. Post-Lesson Activity
intake. What is a healthy intake of calories?
PY
1. Ask the students to interview a school athlete or a team coach about calories
2. Go to the grocery and compare the nutritional ingredients of products that are
D
EP E
D
and Coke Zero)
C O
sugar-free with those that contain sugar (e.g., Regular Coca-Cola, Coke Light
8 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.
“Wrigley’s Chewing Gum” Motivating Introduction 1. Ask the students if they have tasted chewing gum. 2. Do the students think that chewing gum is popular? Lesson Proper 1. Let the students read the opening paragraph. What does it say about the
PY
subject matter?
2. Make the students prepare a chronology of how Wrigley’s chewing gum came to be.
C O
3. Do the students think that chewing gum is a good premium that can still be used to sell other products?
Post-Lesson Activity
1. Assign the students to observe how new products are introduced to the
D
market. Are there promotional campaigns to launch the new products? 2. Do the manufacturers of new products use give-away items in order to sell
EP E
their products?
3. Tell the students that in some countries, chewing gum is banned. A person caught chewing gum ends up paying a fine. Encourage the students to discuss why there is a chewing gum ban in some countries. Should chewing gum be banned in the Philippines? Let students present their stand on this
D
issue.
9 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.
“The Golden Age of Comics” Motivating Introduction 1. Ask the students if they read comic books. 2. Ask them about their favourite comic books and characters. 3. Let them tell the class what it is that they find interesting in comic books. Lesson Proper
PY
1. Ask the students to identify the thesis sentence of the selection. The thesis sentence states the central idea of the selection. This thesis statement may be expressed or implied.
C O
2. Let the students prepare an outline of the selection. Show them how the ideas are arranged in the selection.
Post-Lesson Activity
1. Find out from the students if they read local comic books. Do they know some
D
of the local comic book characters? 2. How do the foreign comic books compare with the local comic books? Which
EP E
is more appealing to the students?
3. Ask the students to work in groups of five to create their own original comic
D
books.
10 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.
“Competition and Cooperation” Motivating Introduction 1. Start your class with a spelling contest. Form two teams. Ten words will be given. For every word to be spelled, each team will choose its representative who will compete with the other team. 2. Help the students process their learning from this experience with working in
PY
a group and competing with another.
Lesson Proper
1. Discuss the definition of competition and cooperation in class.
C O
2. Ask the students if they noticed similarities and/or contradictions in the definition and application of these two concepts. Call the attention of the students to the mechanics of holding contests or competition. The competing teams act in harmony with each other, agreeing on the terms of competition, the rules of the contest, the general conduct of the event. Without
D
cooperation, the competition will not achieve its goals.
EP E
Post-Lesson Activity
1. Ask the students to gather information from the last election. Tell them to identify the candidates who ran for the Senate. Indicate the political parties they belonged to.
2. Ask the students to discuss how competition and cooperation work during the
D
election campaign period.
3. How do competition and cooperation work within the family?
11 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.
“On Various Kind of Thinking” Motivating Introduction 1. How many times have we heard the expression “Think about it” or “Give me time to think it?” 2. Do the students think while they are listening to their teacher? 3. Give the students a few minutes of reflection. After three minutes, ask them
PY
what they thought about. Compare the different subjects of their reflection.
Lesson Proper
1. Ask the students to state the central idea of the selection.
C O
2. Ask them to name the various kinds of thinking. How were they able to identify these kinds of thinking? Did they find markers in the essay that served as clues or indicators? Call their attention to expressions (Par. 2), Like “This is our... kind of thinking” “... a second kind of thinking ... (Par. 4), “A third kind of thinking... “(Par. 5), “In the past this type of thinking has been called
D
Reason” (Par. 18).
3. In order to determine the structure of a text, the readers are advised to look
EP E
for markers such as the ones given above and other similar expressions such as “first..., “ “ next...,” “ as a result...,” “finally...,” “in conclusion...,” “to sum up...” These markers help situate the succeeding statement or sentence in the entire text. The last three expressions in the list given above (i.e., “finally...,” “in conclusion...,” and “to sum up...,”) clearly end a discourse.
D
4. Ask the students to outline this selection with the help of the structural markers.
Post-Lesson Activity 1. Ask the students if they have engaged in the various kinds of thinking. Which type of thinking do they most frequently engage in? 2. What benefits do we get from the different types of thinking?
12 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.
“From the Autopsy Surgeon’s Report” Motivating Introduction 1. Give the students the following information about the medicine called aspirin.
BAYER ASPIRIN
Bayer
Non-Rx
EP E
D
C O
PY
C: Acetylsalicylic acid I: Prophylaxis of thromboembolic disorders, MI, transient ischemic attacks & stroke. D: 1 tab daily. CI: Gastric & duodenal ulcers. Haemorrhagic diathesis. Children ideas that work > solution!) Summary People are persuaded to find ways of creating not only clean but also cheap sources of energy. 159
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.
“Mahatma Gandhi’s Hunger Strikes” Motivating Introduction 1. After giving the reading assignment, tell the students to search via the internet quotations from Gandhi on any of the following: animals, change, Christianity, diversity, education, eye for an eye, guns, Jesus, loneliness, losing, love and life, loving your enemy, loyalty, peace, truth, service, violence 2. Let them print out at least five of their favorites and read them, with
PY
expression, to the class.
Objectives
Lesson Proper
C O
To evaluate Gandhi’s actions
Explain the irony in Gandhi’s assassination by a fellow Hindu. Remember that
Concluding Activities
D
he advocated Muslim, Hindu, Sikh, etc. equality and tolerance.
EP E
1. Learning Activities and Practice Exercises (enhancement/ writing assignment)
a. Academic:
Deliver an enlightened but practical criticism of passive
resistance. Show how it has been successfully applied or modified in other countries. Or write a poem or short play with Gandhi fasting and
D
advocating religious tolerance.
b. Art and Design: Draw a unique iconic portrait of Gandhi in a Philippine setting. Or dress up in Indian garb for men and for women.
c. Tech-Voc: Bring an Indian dish or dessert to class; demonstrate how to prepare it, and/or describe the recipe. Or perform an Indian ritual. d. Sports: Demonstrate different violent and nonviolent sports. Or play a native Indian sport or game. e. IT and IA: Draw, create, or gather from the Internet portraits of Gandhi showing him at different times, ages, occasions, or fasting protests.
160 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.
Assessment Questions/Projects Choose a quotation from Gandhi, think of an issue it defends or attacks, and write an argumentative essay defending your position on the matter. Feedback (for activities)/ Assessment Results Let the students check that their own argumentative essay includes the following: 1. a clear statement of the issue in the introduction 3. support or evidence for one’s position
PY
2. one’s position or stand on an issue
Reminder
C O
4. a convincing reiteration of one’s position in the conclusion
Assign a student to report on Gandhi’s philosophy of non-resistance.
Summary
D
Let the students form two groups that will plot the fasts in Gandhi’s life and indicate the year, purpose, and outcome of each fast: one group prepares a column
EP E
list, while the other group draws a diagram. This may be written on the board or on a
D
big poster.
161 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.
“I Have a Dream” Motivating Introduction Along with this reading assignment, tell the class to search via the internet the biography of Martin Luther King and bring his picture. Call on some to report on interesting biographical details, and others to show Luther King’s picture.
PY
Objective
To identify the rhetorical qualities of the speech that make it an effective
Lesson Proper Ask the following questions:
C O
argument.
1. What is Luther King’s dream? Do you know songs with dreams in their lyrics? Compare those dreams with that of Luther King’s.
D
2. Explain the historical allusion in the second line. Who is associated with it, and is there a similar dream too? A hundred years later, has that dream
EP E
been fulfilled?
3. Look for figures of speech and other devices that characterize Luther King’s rhetoric. Explain how they are effective. For example, study the following images: a. a check which has come back marked "insufficient funds"
D
b. refuse to believe the bank of justice is bankrupt c. have come to cash this check d. satisfy our thirst for freedom by drinking from the cup of bitterness and hatred e. until justice rolls down like waters and righteousness like a mighty stream f.
valley of despair
g. oasis of freedom and justice
162 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.
4. Also, study the sentence construction of the following: a. where they will not be judged by the color of their skin but by the content of their character. b. Finally, the following is the repeated beginning of every paragraph from 11-18:
“I have a dream ...”
c. And the following is the repeated beginning of almost every line in paragraph 21 “Let freedom ring ...”
PY
Do the images bring vividness to the speech? Does the parallelism emphasize differing points of contention in a clear and balanced manner? Does repetition add to the memorability, assertiveness, and emphatic force of the
D
EP E
D
C O
argument?
163 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.
“Detecting Propaganda” Motivating Introduction 1. With the reading assignment, tell them to bring advertisements from newspapers and magazines, or in the form of brochures, fliers, and others. See the Lesson Proper below. 2. Discuss with the students any of their exposures to Facebook and Twitter
3. Point out the issues and bones of contention. Objectives 1. To identify propaganda devices
PY
propaganda in the last election.
C O
2. To judge and criticize product advertisements and promotional campaigns so as not to be used, fooled, or duped in arriving at decisions. Lesson Proper.
D
1. Let them show and read the advertisements they brought, for their classmates to identify the propaganda device(s) used.
EP E
2. Check that all devices in the article are illustrated; if not, let them check out the examples in the article, or make them give their own examples. Concluding Activities
Write a coherent essay discussing the following points:
D
1. Is it wrong to use the propaganda devices described and exemplified in the article?
2. Are these intended to fool people? Why? 3. How does one avoid falling into the pitfall of buying a product based solely on the advertisement?
4. How should one regard propaganda devices used in advertisements? 5. Can there be an interplay of reason and emotion in responding to advertisements?
164 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.
Assessment Questions/Projects 1. Work in groups of five and choose an advertisement for a product salient to one of your track e.g., a review class for a board exam, a watercolor, a juicer, a sports bra, a portable printer, respectively. 2. Identify the propaganda device(s) used and criticize each. Improve the advertisement or create one instead. Feedback (for activities)/ Assessment Results
PY
Check the thoroughness of the essay in terms of answering the questions for consideration. Check the grammar and organization. Reminder
C O
There are seven common propaganda devices: name calling, glittering generalities, transfer, testimonial, plain folks, card stacking, and bandwagon.
Summary
D
The different propaganda devices are intended to fool people into buying products they may not really need, so one should be wary of general words. These
EP E
words do not really inform much about the product, and are used only to make the
D
reader respond emotionally and mindlessly into buying the product.
165 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.
ASSESSMENT All of the selections included in this chapter talk about current issues that are of general interest in our present society. The use of English in presenting various stands on these issues is given emphasis in this chapter. The activities suggested for each lesson corresponding to each of the selections cover various disciplines. The goal is to train the students to take a stand on any and all issues, both local and global. The students are thus prepared for life-long learning and academic and professional challenges.
competencies.
PY
Following are activities that can be used to assess the students’
1. Ask the students to write a position paper on one of the following topics: (Choose a topic that best suits your stand.)
C O
a. The best way to solve the most urgent problem of the country (e.g. crime, corruption, poverty)
b. The best solution to Metro Manila’s (or any city’s/district’s) traffic problem
D
c. The best place to live in the Philippines
d. The best home/livelihood industry to engage in
EP E
e. The best way to support the Philippine athletes f.
The most important reform to introduce to ________________ (Philippine politics, sports, etc.)
2. Encourage
the
students
to
launch
a
campaign
supporting
a
civic/school/youth program (e.g. an environmental advocacy). The students can come up with posters, brochures, flyers, digital materials,
D
projects that will represent their support for the program.
166 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.
PY
C O
Chapter 5
D
EP E
D
Writing a Report
167 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.
PY C O D EP E D 168 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.
Writing a Report People have always been narrating what they did for the day: children tell their parents who picked a fight with them, husbands and wives, tell each other what happened at home and at the office, old folks tell the young about the time when they themselves were growing up, lovers tell each other where they have been before they met, students tell their teachers why they were late, end we all want to know the why's and the how's of celebrity successes, failures, break-ups,
PY
reconciliations and so on.
In other words, every human being has done some informal reporting some time, but once this verbal ability is used to tell about surveys conducted; work done
noted systematically;
C O
out there in the field; experiments performed inside the laboratory; observations and inventions, inquiries, and others resulting from
technological advances and research – a structured presentation is in order. Explain to the students these guidelines for writing the report:
D
Guidelines for Writing the Survey/ Field/ Laboratory/ Scientific/ Technical Report 1. Value Communicated
EP E
Objective, accurate, and honest presentation of facts and results
2. Basic Content
a. May consist of eyewitness accounts or first – hand information b. May contain facts, data, figures, or statistics on or from people, events,
phenomena,
structures,
experiments,
questionnaires,
D
interviews, and library research.
c. May include materials and procedures or methods.
3. Modes of Ordering a. Chronological or time order. b. Geographical or space / spatial order. c. Logical – Inductive and Deductive d. Problem – Solution e. Cause and Effect f.
Formal, e.g.:
169 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.
Abstract – Introduction – Background – Statement of the Problem – Materials – Method or Procedure – Results – Discussion – Summary, Conclusion, and Recommendations 4. Basic Qualities of a Good Report a. Objective, not subjective point of view b. Accurate, not sloppy presentation of facts, numbers, statistics and data c. Honest, not false or incomplete details and results
D
EP E
D
C O
PY
d. Brief and direct sentences.
170 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.
“Fast-food Addiction” Motivating Introduction 1. Ask the students what fast-food they eat for meals. 2. Ask what junk food they eat for snacks. Objectives 1. To make the students aware of addiction as the effect of eating fast-food.
PY
2. To make them interested in counting the calories in the fast-food and junk food they eat.
C O
Lesson Proper
1. Vocabulary
Discuss (or assign for research) the following words:
D
1. obesity [ow-BIY-si-tiy], noun 2. obese [ow-BIYS], adjective
EP E
From online Merriam-Webster: Synonyms: adiposity, chubbiness, corpulence, embonpoint, fat,
fatness, fattiness, fleshiness, grossness, corpulence, plumpness, portliness, pudginess, pursiness, rotundity, weight Antonyms: leanness, reediness, slenderness, slimness, svelteness,
D
thinness
3. calorie A unit of heat energy Comes from Latin calor, meaning “heat” First used in 1824 by Nicolas Clement
171 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.
Compare: small or gram calorie (cal) -- the amount of energy needed to raise the temperature of 1 gram of water by 1 degree Celsius at a pressure of 1 atmosphere
PY
Vs
large or kilogram calorie (Cal) -- known as the food calorie or the unit of food energy 1 Cal = 1,000 cal
joule
C O
calorie = metric system of units
= international system of units
1 cal = 4.2 joules
D
1 kcal = 4.2 kilojoules
EP E
Modified from online Merriam-Webster: 4. opiate [OW-piy-et/ –eyt]
A drug, e.g., morphine or codeine, made from the opium poppy, used to reduce pain, cause sleep, or ignore problems and relax instead of doing things needed to be done
From Greek opion, diminutive of opos, “sap” (first used 14th century)
D
Synonyms:
drowsy,
narcotic,
hypnotic, sleepy,
slumberous (or
slumbrous), somniferous, somnolent, soporific; anesthetic, anodyne, narcotic
Antonym: stimulant vs. opioids [OW-piy-oyds] 5. endogenous (inside the organism) neural polypeptides that bind to receptors and mimic opiates; also called opioid peptide A synthetic drug possessing narcotic properties similar to opiates but not derived from opium 172 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.
2. Comprehension Questions 1. Ask them the main issue in the introductory paragraph. (Hamburgers, fries, and cola/soda/soft drinks are so addicting that they keep customers coming back.) 2.
In the next paragraph, ask what the culprits are.(sugar and fat as the caloric content)
3. Ask how many calories there are in a serving of burger and also how many calories a day is required of the average woman. (2,000 calories for
PY
each question) 4. Call a student to come to the board and draw a diagram, based on paragraph 3 and helped by the entire class, showing the path, from sugar and fats in the body to addiction. (Sugar and fat --->Endogenous (internal)
C O
opioids (e.g., natural painkilling beta-endorphins) in the hypothalamus the brain stem --->Release of dopamine (a neurotransmitter) into cells in the midbrain (nucleus acumens) --->Dopamine eliciting feelings of pleasure (euphoria) --->Repetition of the action because the body craves the
D
release of dopamine inherent in the consumption of sugar and fat) 5. Ask the students two scientific proofs, based on paragraph 4, that sugar
EP E
and fat behave like drugs causing addiction. When sugar and fat were withdrawn from the former sweet diet of rats, the rats exhibited anxiety similar to withdrawal symptoms from heroin and nicotine. Chocolate drink with increasing sugar and fat were given to rats. When a high dose of the same drink was given, the rats showed tolerance to the effects of sugar and fat, as seen in the diminished release of opioids/ opiates.
D
Subsequently, they would require a higher dose to achieve the earlier effect of euphoria.)
6. Ask how the author concludes the report.(Applied to humans, brain scans show that the more obese one is, the fewer the dopamine receptors, suggesting that more sugar and fat are needed to experience euphoria.) 7. Ask if there is any caution suggested in the conclusion. (The researchers caution against concluding whether dopamine receptors are the cause/ “basis,” or rather the effect/ “outcome,” of obesity.)
173 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.
Concluding Activities Contextualized Activities and Practice a. Academic: Tell the students to convert calories into joules. Refer to the definition of calorie in the Vocabulary above. Let them write an article on how to reduce sugar and fat intake. b. Art and Design: Draw a comic strip showing the effects of an excessive fast-food diet. c. Tech Voc: Prepare a substitute meal and snack for the usual fast-food
PY
items. d. Sports: Interview school athletes on their diet when preparing for a game.
e. IT and IA: Identify the calories in a serving of meat, chicken, fish,
C O
vegetables, fruits, street foods, and snacks. Then, prepare a Facebook account that shows the calories in a serving of each food above. Present the various foods visually and in ascending order of their caloric content. Assessment Questions/Projects
D
Tell each student to interview or observe at least two people – one who has
EP E
gained pounds, and another who has lost some. Then, let each one write two separate reports on the noted respective regimens. Let them include diets, exercises, and other practices.
Feedback (for activities)/ Assessment Results Discuss the good and bad points of the students’ output. Show them some of
D
the more interesting works submitted.
Reminder
Parts of the report on fast-food addiction 1. Statement of the Problem: Fast-food addiction leading to obesity 2. Cause of the Problem: Sugar and fat in fast-food causing addiction 3. Analysis of the Cause: Step by step description of how sugar and fat affect the brain and lead to addiction
174 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.
4. Proof (of the cause-effect relationship): Laboratory experiments on rats given a sugar and fat diet of chocolate drink 5. Application of the research: Sugar and fat addiction in rats being similar to fast-food addiction in humans, leading to weight gain
Summary Obesity is caused by fast-food addiction.
A sugar and fat diet in fast-food leads to fast-food addiction.
Endogenous opioids in the hypothalamus (above the brain stem) activate the release of dopamine into the midbrain.
PY
Dopamine elicits feelings of pleasure (euphoria).
Furthermore, dopamine motivates a repetition of the addictive behavior to
D
EP E
D
sugar and fat.
C O
175 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.
“Nonverbal Behaviour”: Culture, Gender, and the Media” Motivating Introduction Let the class, or some members, work in pairs to do short role plays, for example: 1. as friends greeting each other 2. as children visiting their grandparents 3. as young men and women having just been introduced to each other
PY
4. as Filipino and as Chinese/ American/ etc., in which the former entertains the latter, a tourist in the Philippines
5. as an English tutor to an elementary or high school student/ a Korean/ a
C O
Japanese
6. as a TV host talking to a dance or singing contestant 7. as a reporter interviewing a typhoon victim
8. as a call center agent appeasing an angry client on the phone
D
For each role-play, you may assign varying gender combinations: two women, two men, one woman, and one man. Each member of the pair should have
EP E
two or three turns speaking. Before the presentations, tell the class to pay attention both to the role players’ speech content, actions, gestures, body movements, facial expressions, and tone of voice. After the presentations, discuss observed nonverbal behavior.
D
Objectives
1. To identify nonverbal language in different cultures 2. To observe that different forms or styles of nonverbal communication are not necessarily better than others 3. To lead students to an awareness of nonverbal communication that results in “more successful multicultural exchanges”
176 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.
Lesson Proper Distinguishing Between American English vs. British English Spelling behavior (American English spelling) behaviour (British English spelling; also Canadian and Australian spelling)
Inform them that in the Philippines, the pattern or model is American English.
PY
Most of the words on the list below are adapted from “Comprehensive* list of American and British spelling differences,”www.tysto.com>-uk-us-spelling-list. Some are adapted from “British and American spelling,” www.oxforddictionaries.com.
C O
First listed is American English, then British English spelling:
EP E
D
American airplane Aluminum annex ax bougainvillea canceled center check
D
criticize cruelest curb dialog draft
enroll estrogen fetus flier
British aeroplane aluminium annexe axe bougainvillaea cancelled Centre cheque (only as a variant spelling) criticise cruellest Kerb dialogue draught (a portion of liquid; BUT draft if a written plan) enrol Oestrogen foetus flyer
177 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.
fulfill, fulfill (fulfillment, fulfillment) install, install (installment, instalment)
[The two pairs above are inconsistent with the expected spelling correspondence based on canceled, cancelled above, in which Americans use single L while British use double L. Single L American and double L British are also applied to generally
PY
more words, respectively:
British
bejeweled
bejewelled
chiseled
chiselled
counseling
counselling
groveling labeled leveled
C O
American
grovelling labelled levelled
marvelled
D
marveled
modelled
quarreled
quarrelled
D
EP E
modeled
snorkeling
snorkelling
spiraling
spiralling
tranquility
tranquillity
traveler
traveller
American
British
inflection
inflexion
jail
gaol
gray
grey
jewelry
jewellry
judgment
judgement
licorice
liquorice
likable
likeable
178 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.
British
maneuver
manoeuvre
mold
mould
omelet
omelette
phony
phoney
plow
plough
practice
practice
pretense
pretence
program
programme
PY
American
pajamas
pyjamas
pizzazz
pzazz
scepticism
summarize
summarise
siphon
C O
skepticism
siphon
theater
theatre
tire
tyre
wagon
wagon
worshiped
worshipped
yogurt
yoghurt
sheik
storey
EP E
D
story
sheikh
Vocabulary (adapted from Merriam-Webster online]
D
plethora [PLE tho ra], noun plethoric [PLE tho ric/ ple THO ric], adjective From Greek plethora, “fullness,” plethein “to be full” [plena “plenty”] Meaning:
a. excess, superfluity, profusion, abundance b. a bodily condition characterized by an excess of blood and marked by turgescence and a florid complexion c. turgescence [ter JE sens] -- distended, inflated, turgid, florid -- 1. red, reddish, ruddy
179 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.
d. ornate, flowery (e.g., ornate prose, style, or writer) e. marked by emotional or sexual fervor (e.g., a florid secret life, a florid sensibility) Synonyms: abundance, cornucopia, feast, plenitude, plentitude, plenty [note: plena], superabundance, wealth Antonyms: deficiency, inadequacy, insufficiency, undersupply, undress – disrobe,
PY
strip, unclothe; divest, expose, reveal Organization
Ask the students how the article is generally organized. Give them a clue by
order of ideas.
C O
telling them to consider the title as a reading strategy for determining the structure or
(The three parts are: nonverbal behavior as seen in various a. cultures -- paragraphs 1-4
D
b. genders -- paragraphs 5-8
EP E
c. media -- paragraphs 9-14)
Let the students give examples of nonverbal behavior for each of the three organizing elements above.
a. Nonverbal behavior in various cultures In contact/ high contact cultures, people stand close together when talking,
D
show very sensory experiences, and touch frequently. In noncontact/ low contact cultures, people maintain physical distance and privacy.
In contact/ high contact cultures, people respond with uninhibited, exaggerated emotions through facial expressions, gestures, and voice. In noncontact/ low contact cultures, people respond with less emotion, with self control of feelings which are to be kept within, and with expressionlessness. Moreover, the same nonverbal cue or movement may mean differently in different cultures, e.g., a nod, in American culture, means yes; but in
180 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.
Japanese culture, means only that the message is received (but does not mean agreement or consent to it). b. Description of nonverbal behavior in the two genders. (Men are assertive/ authoritarian; women, responsive/reactive. This means that compared to women a. vocally, men talk and interrupt more b. visually, men look at the audience while speaking (visual dominance)
PY
more than they look at the speaker while listening, whereas women do the opposite
c. spatially and tactilely, men claim more space and more frequently walk in front of, rather than behind, women; they are more likely to
C O
touch or initiate touching)
c. Description of nonverbal behavior in media. Media and technology “help legitimize stereotypical nonverbal displays” or reinforce image of men as physically dominant; women, subservient to and obsessed with men. In turn, these stereotypes become the model and set the standard or reference point.
D
Repeated messages to women are “Thin is in,” look beautiful, young, and
EP E
caring; to men, look tough, aggressive, and in charge: a. In advertisements, women expose a lot of skin and are vulnerable; men are in control. Vocally, more voice-overs are male, even for products targeting women.
b. In computer virtual reality games, including those that allow for gender
D
changes, erotic as well as violent scenes depict women as threatened or killed; men as physically in control.)
Concluding Activities Contextualized Activities and Practice Exercises (enhancement/writing assignment) a. Academic: Write a two-level outline of the article.
Include a title, thesis
statement, and proper coding of the divisions and subdivisions. Then, refer to this outline to write a report outline of the same article. Your report outline
181 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.
should contain the parts listed in the Reminder box below. Omit the last part, References. b. Art and Design: Draw the evolution of women/men in fashion (clothes, shoes, hats, swimwear, or any combination), career, house chores. Show the contrast c. Tech-Voc: Work in threes to demonstrate various gestures that accompany greetings by Filipinos, Koreans, Japanese, Chinese, and other nationalities. Two students should demonstrate the gestures while one student describes
PY
what is going on. d. Sports: Work as a group and select a sport (e.g., basketball or boxing) or dance (e.g., Hawaiian or native Filipino). Discuss the nonverbal signs and cues used by referees, players, dancers, audience, etc. Assign some
C O
members to demonstrate the nonverbal behavior as others describe these and tell the meanings to the class.
e. IT and IA: Prepare your own video or collect short video clips, showing nonverbal Filipino behavior. Include a voice-over describing what is going on
D
and what the corresponding verbal message is. You may focus on a particular situation such as a boy and a girl eating at a fast-food chain, people
EP E
quarrelling, a political candidate, or public figure gesturing, a family spending time together, etc.
Assessment Questions/Projects
1. Divide the class into groups of 5-7 members to discuss the questions below and come up with an oral group presentation of their findings. 2. Tell them that in the discussion, each member should say something, and in
D
the oral group presentation, each member says at least 5 sentences.
3. Remind all groups to agree on which parts of the findings each member will discuss for the presentation.
4. Discuss whether the article presents the concept of nonverbal communication or rather reports on it: a. Which aspects are conceptual? b. Which aspects are reportorial? c. Overall, is the article a concept paper or a report?
d. Justify your answer. 182 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.
Feedback (for Activities)/ Assessment Results a. Parts that present ideas about nonverbal behavior, explain them, clarify, propose, or embody a thought or value that is conceptual. b. Parts that relay information or recount events, observed behavior, experiments, interviews, field work, surveys, are reportorial.
They cite
numbers, statistics, percentages, frequency, or general measurements (“more,” “less,” “often,” etc.), time, place, people, cultures, and countries. c. In short, a report answers the questions who, what, when, where, why, and
PY
how in order to give factual information on past actions or events. Reminder Parts of a report:
C O
1. Title Page 2. Abstract 3. Introduction 4. Method
6. Discussion
EP E
7. Summary
D
5. Results
8. Recommendations 9. References
Summary
1. Nonverbal behavior in different cultures, genders, and media is seen in
D
communication through the use of gestures, touch, space, dress, and means other than speaking. Among nations, differences show that all cultures, though different, are equal; that is, one is neither superior nor inferior, better nor worse, higher nor lower.
2. Among individuals, gender differences, however, reveal male tendencies to dominate and female tendencies to be subservient.
183 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.
3. This power-lack of power (empowered vs. disempowered) relationship is a stereotype projected in media, which, in turn, all the more reinforces, through repeated messages, the same myth of dominance, thus legitimizing the myth or making the unreal look real.
4. And so the cycle goes on: from the social myth of male dominance, to the perpetuation
of
that
myth
in
media
(through
constant
repetitive
reinforcement), thus leading to the seeming legitimization or apparent reality
D
EP E
D
C O
PY
of such a dominance in the individual minds of the viewing public.
184 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.
“Philippines 2013 International Religious Freedom Report Executive Summary” Motivating Introduction Ask the students to narrate their first encounter with someone coming from a different province or country, or having a different religion or language. Tell them to give the following details: who the person is (or name the cultural identity) what the student and the other did or talked about, where they met, when they met, and how
PY
they met (by introduction, chance, as stranger, in public, etc.)
Next, ask them to describe their feelings, thoughts, and reactions after
C O
meeting the person.
Objectives
1. To describe the parts of a sample report 2. To write a short report with similar parts
Lesson Proper
EP E
1. Terms
D
3. To describe the practice of religious freedom
a. Vocabulary a.)
madrassah/ madrasah/ madrasa/ medrese [mah
DRA sa/-sey] -- school or college, especially one
D
attached to a mosque where young men study theology. (adapted from www.dictionary.com/browse/madrasah)
b.)
iftar -- the meal served at sunset during
Ramadan, as Muslims break the daily fast. Muslims traditionally first break the fast with dates and either water or a yogurt drink. After maghrib prayer, they then have a full-course meal, consisting of soup, salad, appetizers and main dishes. (islam.about.com/od/ramadan/g/Iftar.htm) 185 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.
c.)
maghrib prayer -- the sunset prayer which begins
when the sun has completely set (http://www.iccuk.org/page.php?section=religious&page=timetableguide)
b. Abbreviations Ask the students to look up all the abbreviations used in the report and read aloud the complete name. MILF – Moro Islamic Liberation Front
PY
NGOs – nongovernmental organizations
NCMF – National Commission on Muslim Filipinos DepEd – Department of Education
RBEC -- Revised Basic Education Curriculum
C O
CHR -- Commission on Human Rights
2. Outline
Call one student to the board to write a two-level topic outline of the report
D
by listening to the suggestions of the students for each division and subdivision entry.
EP E
Remind the student writing on the board that capitalization style should be the sentence case, in which only the first word has the initial letter capitalized, as in writing a sentence, but without a period after the last word. Compare the sentence case with the title case, in which all main words
have their initial letters capitalized, as in writing a title. Tell the class to omit the introduction and conclusion.
Give clues by
D
telling them to notice the numbered sections of the report, and to base the outline on these.
Check that the format of the report they read has these section
headings written on a separate line within the text, as these will comprise the resulting topic outline below:
I.
Religious demography A. Status of government respect for religious freedom B. Legal/ policy framework C. Government practices
186 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.
D. Muslim students in selected public elementary schools and private madrassahs E. Abuses by rebel or foreign forces or terrorist organizations II.
Status of societal respect for religious freedom)
Statistical, numerical, and other data Divide the class into 4 groups. Assign the first group to paragraphs 1, 3, and 4; the three other groups, to paragraphs 2, 5, and the last,
PY
respectively. [Check that paragraph 6 is not a duplicate of paragraph 5.] Tell each group to list down or enumerate all numbers, dates, and percentages found in the paragraph assigned, and then identify what each represents.
C O
Par. 1: two out of four – annexes (of the peace framework agreement on the Bangsamoro) that were signed by the government and the MILF Par. 2:
105.7 million – total population of the Philippines July 2013 – date of the population estimate
D
2000 – year when the survey was conducted by the National Statistics Office
EP E
approximately 93% -- percentage of Christian population in the Philippines 80-85 percent – percentage of Roman Catholics in the Philippine population 5 percent – percentage of Islam, as the largest minority religion, in the Philippine population
2012 – year when the NCMF estimated
the number of Muslims in the
Philippines
D
10.7 million – number of Muslims estimated by the NCMF to be in the Philippines approximately 11 percent – percentage of Muslims estimated by the NCMF to be in the Philippines
60 percent – percentage of Muslims residing in Mindanao and nearby islands Par. 3: less than 5 percent – percentage of other religious groups including international denominations, domestically established churches, and Lumad or indigenous people with animistic and syncretic (amalgamated or fused) religions
187 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.
Par. 4: five – number of sharia district court judgeships that are vacant or unfilled 43 – number of circuit court judgeships that are vacant or unfilled 588 – number of madrassahs registered with the NCMF 79 – number of madrassahs registered with the DepEd Par 5: 58 million pesos ($1.3 million) – amount provided by DepEd to private madrassahs or Muslim theology schools
PY
69 – number of madrassahs that received funding from DepEd 2012-2013 – school year when DepEd provided funds for madrassahs
31 percent – increase in the funding for madrassahs, compared to the previous year
C O
17 – number of additional madrassahs that received DepEd funding
August 8 (2012) – date when DepEd issued an advisory affirming the right of Muslim women to wear the hijab in schools
July (2012) – date when DepEd issued Department Order No. 32
D
Department Order No. 32 – DepEd order reiterating its policy on protecting the religious rights of students
EP E
2001 – year when the DepEd issued its policy on the religious rights of students
February 1-7 (2013) – Interfaith Harmony Week August 4 (2012) – date when three Moro Islamic missionaries were shot and killed in Libungan, North Cotabato by unidentified suspects Last par.:
D
50 – number of Muslim, Christian, and Lumad youth representatives who attended a Youth Council Summit two-day Summit – duration of the youth summit on leadership and governance training across religious boundaries
two iftars – number of iftars held by the U.S. Embassy 80 – number of religious leaders and Muslim youth for whom the U.S. ambassador held an iftar (Ramadan meal after sunset) 70 – number of youth leaders, civil society organizations, and local officials for whom the U.S. ambassador held a second iftar
188 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-ever – the first visit in history made by a U.S. ambassador to a Manila mosque during Ramadan, during which a dialogue on religious tolerance was held with religious and community leaders October – month when the U.S. Embassy worked with a local NGO in a peace advocacy program in Mindanao 40 – number of Muslim, Christian, and Lumad youth leaders in Mindanao for whom a peace advocacy program was prepared)
PY
Quantifying expressions Ask the class to identify quantity terms used in the report a. Estimates
c. Most belong d. A small number e. An increasing number f.
Approximately
D
g. Large
C O
b. Survey conducted
h. Some human rights NGOs All five sharia...
EP E
i. j.
Both, or neither
D
k. First-ever visit
189 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.
Writing a Report a. Let the students write a report relevant to their track – b. Academic: on a movie, tv show, talk show, interview of a public official c. Art and Design: on an exhibit or (song/ dance) performance in school/ a mall/ etc. d. Tech-Voc: on a food fest, cook fest, restaurant e. Sports: on a boxing match/ basketball game/ volleyball game f.
IT and IA: on hacking government and bank websites/ Internet connectivity in
PY
rural areas/ Assessment Questions/Projects
Tell the class to do a survey of their own class on their use of social media.
C O
Let them consider the following questions: kind of social media often used, time and place of use, length and frequency of use, reasons for using, effects of social media interaction on family, etc.
D
Feedback (for activities)/ Assessment Results
Let the students review their reports for grammar, brevity, clarity, and
EP E
directness. Also, let them check that the different parts of their report have proper section headings. Reminder
a. Report – relays information or recounts events in a presentable form b. Executive summary – summarizes the main points of a report. May be read in
D
lieu of the report itself, unlike the shorter abstract which is read to help the reader decide whether to read the longer report itself. May be 5-10% of the length of the original report
c. Parts of a report – a. Overview – briefly states the main points of the report, its purpose, and the conclusion, with recommendations, if any b. Background – introduces the subject and explains the reason for the report
190 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.
c. Discussion – presents findings including evidence (facts, arguments, details, data, and results) d. Conclusion – reviews main points; may include recommendations. Summary a. The Philippine Constitution, laws, and policies protect religious freedom, which the government respects, although there were reports on abuse religious discrimination. Economic, social, and religious issues contribute to
PY
armed conflict in certain provinces in the south. b. However, the Philippine government has signed two of four annexes of the peace framework agreement with the MILF on the Bangsamoro.
c. U.S. Embassy officials have encouraged the peace process, discussed
C O
religious freedom issues with officials, and maintained outreach with religious
D
EP E
D
leaders and NGOs for interfaith activities.
191 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.
“Guidelines for Physics Lab Reports” Motivating Introduction Ask the students what kinds of reports they have done in their classes. (Current events, laboratory report, author’s biography, etc.) Next, ask other reports they have done at home, on the telephone, or at an office (as a child, running to one’s mother to complain about a sibling’s or playmate’s misbehavior; making an emergency call to the fire department or to a hospital;
PY
recounting to a police officer on a snatching incident or on a road accident)
Tell them that what all these have in common are the following essentials in a report: who did what, when and where this happened, how and why they happened.
C O
Ask them if they learned any lesson from these reported events.
Objectives
To identify the qualities of good laboratory reports
examples, etc.)
D
Lesson Proper (word meanings/verbal matters, questions, explanations, illustrations
EP E
Emphasize the following:
1. Guidelines for physics lab reports apply, with variations, to all reports in general.
2. Guidelines are the mechanical aspect of report writing; human traits or qualities arising from – or required of – report writing, the moral aspect, which
D
is the more important, overriding, and implied lesson in this text.
Concluding Activities 1. Learning Activities and Practice Exercises (> enhancement/ writing assignment) Ask the students to bring a report in their respective tracks listed below and read aloud its different parts or section headings.
Academic Art and Design Voc Tech Sports 192
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.
Assessment Questions/Projects Tell the students to compare their reports and write a checklist on the board of all report parts identified. Feedback (for activities)/ Assessment Results Point out obligatory/ compulsory and optional parts that a report may have, as seen in the students’ differing sample reports. (Obligatory/ compulsory: the experiment, or what was done data, or the results
PY
gathered, conclusions and implications, or what the data tell. Reminder
Watch out for: relationships between measurements, trends, and interactions
C O
between independent and dependent variables (e.g., inverse relationships, or increases in one variable on account of decreases in the other; direct relationships, or parallel or corresponding increases or decreases in both variables) deviations (due to error, uncertainties in the experiment, idealizations in the theory resulting in
EP E
Summary
D
the neglect of other factors).
Good report writing is: honest in data (no tampering of data, no copying from
others who are not lab partners), accurate in grammar and information, precise in calculation, thorough in graph labeling (of slope and intercept), transparent about deviations and uncertainties, orderly or well-organized in structure brief in presentation
D
Thus, it follows that a good report writer should demonstrate the personal
traits of honesty, accuracy, precision, thoroughness or comprehensiveness, transparency, orderliness, and brevity.
193 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.
Assessment Performance 1. Academic: Form groups of five to seven and share your recollections of laboratory experiments you have done. 2. Art and Design: Work in groups of five to check out business or residential areas where street parking creates problems such as obstruction of traffic flow and of driveways; occupation of lanes and sidewalks; inaccessibility by
PY
fire trucks, ambulances, and police cars, etc. Next, suggest solutions to such problems, e.g., enforcement of parking rules, provision of parking areas or multilevel parking every so many blocks, etc.
3. Tech-Voc: Form groups according to the kind of community or communities
C O
you come from (rural, urban, indigenous, “fringes of society,” agricultural, mining, etc.) For each community, discuss the native crafts, artwork, cuisine, livelihood, tourist attraction, or underground economy that the members resort to. Also, discuss the problems and needs in such livelihoods that have
dying traditions, etc.
D
to be addressed, e.g., dangers to society, destruction of the environment,
EP E
4. Sports: Working in twos, do a survey of the problems encountered by at least ten college athletes. Gather data by conducting interviews or by distributing questionnaires to them. Then, classify the results into kinds of problems, e.g., housing, transportation, medical, financial, academic, etc. 5. BA: Discuss with the class a business venture you have engaged in. Explain why you chose such a business (e.g., passion and love for the product, family
D
ownership, community tradition, etc.) and how your venture fared (if a success, what the secret ingredients were; if a failure, what factors contributed to it or aggravated it). Also, discuss what lessons were learned, and what related or other business ventures you might recommend.
Writing
1. Academic: Using the appropriate format, write a report on one experiment that you or your group mate did, as shared earlier in your group discussion. 194 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.
2. Art and Design: Write a brief paragraph reporting on parking problems observed earlier. Next, draw a map of the vicinity showing nearby areas or streets where vehicles might park without causing traffic disturbance or road obstruction. Finally, design alternative or supplementary multilevel parking areas in conveniently located areas nearby. If there are none, choose specific lots which the government might buy to be used solely for paid public parking. In general, eminent domain is defined as the power of the nation or a
PY
sovereign state to take, or to authorize the taking of, private property for a public use without the owner’s consent, conditioned upon payment of just compensation. It is acknowledged as an inherent political right, founded on a common necessity and interest of appropriating the property of individual
C O
members of the community to the great necessities of the whole community. The exercise of the power of eminent domain is constrained by two constitutional provisions: (1) that private property shall not be taken for public use without just compensation under Article III (Bill of Rights), Section 9 and (2) that no person shall be deprived of his/her life, liberty, or property
EP E
D
without due process of law under Art. III, Sec. 1.8
3. Tech-Voc: Write a report on one of the livelihoods discussed earlier in your group. Remember to be objective and accurate in reporting the facts, details, and realities of such a community livelihood.
4. Sports: Keeping in mind the parts of a report, write a survey report on problems encountered by college athletes. Use the data from the interviews
D
or questionnaires you conducted earlier.
5. BA: Write a report on one of the business ventures of you or your classmates discussed earlier. Follow the format for a good report.
8
from G.R. No. 150640 Barangay Sindalan, San Fernando, Pampanga, Republic of the Philippines, Supreme Court, Manila, Second Division, Certified by Reynato S. Puno, Chief Justice, 2001 http://sc.judiciary.gov.ph/jurisprudence/2007/march2007/150640.html
195 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.
