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Guided Learning Activity Kit: English For Academic and Professional Purposes
Guided Learning Activity Kit: English For Academic and Professional Purposes
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English – Grade 11
Guided Learning Activity Kit
Introduction to Technical Reports
Quarter 2- Week 4
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.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Introduction
Learning Competency
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Objectives
At the end of this guided learning activity kit, you will be able to:
1. appreciate the value of reports in the academe and professional
worlds;
2. identify the different writing style for reports;
3. understand the basic parts and purposes of different report
sections; and
4. determine the objectives and structures of various kinds of reports.
Review
In our previous lesson, you have learned how to write a position paper
effectively thru gleaning bits of information from the suggested issue viz
SOGIE Bill, Resumption of classes after pandemic and etc.
To check your understanding about our previous lesson, let us try this
assessment below.
Directions. Below are jumbled parts of the position paper. Put them into the
correct order by using numbers to represent the sequence. Write your
answers on your paper.
A. Counterargument
B. Explanation for the said reason
C. Stand
D. Suggested Action
E. Example/s of the said reason
F. Reason
G. Explanation for the said action
H. Possible weaknesses of the action
I. Supporting Evidence
J. Strong points of the said action
K. Topic
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Discussion
Thus, knowing how to write a good report is an essential skill for academic
and professional success.
Regardless of type, your report should be written in a language that is concise, clear,
objective, and non-discriminatory.
• Concise writing – means efficient writing. Your text should state an idea with
the least number of words without affecting meaning. This means editing your
report in order to cut unnecessary words and shorten expressions. For
example:
From: To:
All the participants in the study were The interviewees were 30-year old
male who were 30 years old. They male residents of Brgy. Taltal,
were all residents of Brgy. Taltal, Masinloc, Zambales.
Masinloc, Zambales. They were
interviewed.
• Clear writing – means writing that transmits to the reader the exact idea that
you have in mind. Ideas are clear if they are expressed in concrete terms.
“Concrete” means something that can be perceived; its opposite is abstract,
something that cannot be perceived.
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• For example:
From: To:
From: To:
The residents of Barangay X hoarded basic goods just before the super typhoon
struck.
The word “hoard” has a negative connotation and its use in the
sentence may suggest that the writer disapproves of what the residents did.
A more neutral equivalent is suggested, as shown below.
The residents of Barangay X bought more than the quantity of basic goods
before the super typhoon struck.
• Nondiscriminatory writing – refers to writing that treats all people equally with
respect. Be careful to use nondiscriminatory language when referring to the
following:
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“people” includes various genders. Rather, use gender-neutral terms like
people or humanity. In addition, do not assume that the default gender is
masculine. For example, consider the sentence below:
A student must have his parents sign the waiver.
Moreover, be careful with the use of the affixes -man, -woman, or -ess
as in barangay chairman, presidential spokeswoman, and directress. We
suggest that you use gender-neutral equivalents instead, such as chair or
chairperson, spokesperson, or director.
Age – reports must state precisely the age of any human participants in a
study. For example, use “respondents aged 60-65” instead of elderly people.”
Take note, as well, of the usage of the following terms:
▪ boys, girls – for people less than 18 years old
▪ men, women – for people 18 and above
(American Psychological Association, 2003)
PARTS OF A REPORT
Report parts may vary depending on the type and the teacher’s requirement.
However, it can be said that the most reports contain the following sections
Procedures – it details the action done, and as applicable, the materials used
or the participants involved in order to fulfill the purpose of the report.
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Conclusion – depending on the report assigned, the conclusion may contain
any one or all of the following:
• a recap of key findings in the body
• a final answer to the main question raised in the introduction.
Activities
Directions. Recall your favorite movies that you have watched before and complete
the chart below by simply answering the questions that follow. Write your answers
on your paper.
1.
2.
3.
4.
5.
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Guided Practice 2: How Can This Be Written?
Directions. Rewrite the following sentences according to the writing style prescribed
each item. Write your answers on your paper.
I. Concrete
1. Few of the respondents reported knowing about the DOH campaign on
CoViD-19.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
II. Nondiscriminatory
1. The survey respondents were 50 doctors, 50 women doctors, 50
policemen and policewomen.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
III. Concise
1. It can be clearly seen and observed that the witness altered or changed
her testimony after she spoke with the police officer.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
IV. Objective
1. The pigs in the abattoir were sacrificed in order to satisfy the appetite
of people.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Your answers per item will be checked using the criteria below.
Focus ………….3
Content ………….2
Total ………….5
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Independent Practice: How Can This Be Analyzed?
Directions. Read and analyze the report paper written by Michael Karl Calunsag on
his observations of popular Disney movies particularly in the area of gender
stereotyping. Write your answers on your paper.
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Similarly, Ariel waited for three significant events in the movie for her to change her
to change the status quo from which she is immersed; she waited for Ursula’s magic
to change her fishtails to feet, for prince Eric to save her from Ursula, and for her
father ‘s magic to give her feet back. Most of the time, a Disney princess counts on
someone else for her to be saved. This perpetuates the myth that a woman is
supposed to be passive. In effect, the children who are exposed to these shows might
just start waiting for “Prince Charmings” or magic to help them with their problems
and not exert any effort at all to emancipate themselves from their ordeals.
Another stereotype that pervades in these shows is how a woman is supposed
to look. Snow White is the “fairest of them all”, and is described as having “skin as
white as snow”, lips as red as blood, and her hair as black as ebony”. Ariel, on the
other hand, possesses a body with proportions which females might find difficult to
attain. In a similar manner, most Disney princesses are supposed to epitomize what
beauty should be. These include Snow White, Belle in “Beauty and the Beast”, and
“Sleeping Beauty”, who all have white skin, unreal body proportions, and Caucasian
features. These traits are seen by children and may affect their perception of beauty.
This definition of beauty starts from childhood and is brought even to adulthood,
thereby compelling women to strive to attain a standard of beauty that they may
never be able to reach throughout their lives.
Lastly, we can observe from these movies that women are treated like objects;
the princes are the ones who get to pick their brides, and never the other way around.
Ariel, once again because of her beauty, was picked by Prince Eric, and in a similar
manner, Snow White was kissed by Prince Charming, thereby relegating her to the
status of an object. Thus, it leaves the impression that guys can always have a girl,
and girls like an object, simply have to wait for them to be chosen by a guy. And
worse, the usual basis, why these girls are chosen is not their innate capacities or
wisdom but their physical beauty alone.
Stereotyping is found in many more stories and movies, and just the ones
mentioned in this paper. Through children’s stories have educational value, it is
important to revisit the values these pieces of literature convey especially if they
involve discrimination and stereotyping. Children’s stories may also, without the
intent of the writer, narrow the mind of a child regarding gender roles. If these kind
of stories are left unquestioned, then it will be of little wonder to us why our society
will continue to thrive in prejudice and injustice.
Questions:
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2. What can be the springboard of the succeeding paragraphs and its reason of
writing the report?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What is the rationale behind the choosing of the two movies as subject of the
report?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. The general idea of the report is narrowed into three major kinds of
stereotypes. What is the first kind of stereotype?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
6. What is the second kind of stereotype that narrowed down the general idea in
the first paragraph?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
7. What word is used to ensure the coherence of the previous paragraph and its
succeeding paragraph?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
8. What is the third kind of stereotype with concrete evidences coming from the
movies?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Assessment
Directions. Determine the objectives and structures of the sample position paper
below by answering the questions that follow. Write your answers on your paper.
Fast-food Addiction
Anonymous
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super-sized standard of a fast-food
meal can trigger brain activity similar to
that endured when a person is on hard
drugs. A representative individual
serving at McDonald’s or Burger King
can dish out up to 2000 calories,
including more than a cup of sugar and
84 grams of fat. Single-handedly, this
meal sized portion meets the full daily
caloric requirement for the average
woman. Moreover, it exceeds the
recommended daily allowances of both
sugar and fat for any adult, regardless
of gender.
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brain opiates was, in fact, diminished. This would suggest that the rodents had
become progressively more tolerant to the effects of fat and sugar. Furthermore, it is
likely they would subsequently require a greater quantity in order to achieve the
same high.
Likewise in humans,
brain-imaging scans of obese
and non-obese persons illustrate
that the heftier the individual,
the fewer dopamine receptors
are present. Researchers are
uncertain whether this is the
basis or the outcome of obesity.
vs.
However, it is clear that as
weight rises, individuals need to
consume increasingly larger
portions to experience a
comparable euphoric effect.
Questions:
I. Structure
3. How many calories are there in a serving of burger and also how many calories
a day is required of the average woman?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Give two scientific proofs that sugar and fat behave like drugs causing
addiction.
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. How did the author conclude the report? Are there suggestions in the
conclusion?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
II. Objective
Your answers per item will be checked using the criteria below.
Focus ………….3
Content ………….2
Total ………….5
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Reflection
Directions. Think of a movie that you have just watched recently. Write a
report, a movie report about that movie and how it left you significant values
about life.
Features 5 4 3 2
Quality of Piece was Piece was Piece had little Piece had no
Writing written in an written in an style or voice little style or
extraordinary interesting voice
style and voice. style and voice.
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References
Laurel, Ma. Milagros, Adelaida Lucero, and Rosalinda Bumatay-Cruz. 2016. English
For Academic And Professional Purposes. 1st ed. Pasig City: Department of
Education.
Miciano, M. and Miciano, R., 2016. Enhanced English Engagements: English For
Academic And Professional Purposes. Makati City: Don Bosco Press, pp.58-
93.
Reyes, Carmela, Ann Christian Francisco, Myla Reyes, Redemption Guinto, and
Rolando Estabillo. 2016. SEMI-DETAILED LESSON PLANS IN ENGLISH
FOR ACADEMIC AND PROFESSIONAL PURPOSES (EAPP). City of San
Fernando, Pampanga: Department of Education.
Wyson, John Daryl. 2016. English For Academic And Professional Purposes. Quezon
City: Vibal Group, Inc.
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8. Lastly, we can observe from these movies
that women are treated like objects; the
Review: princes are the ones who get to pick their
1. 6 brides, and never the other way around.
2. 4 Ariel, once again because of her beauty, was
3. 2 picked by Prince Eric, and in a similar
4. 8 manner, Snow White was kissed by Prince
5. 5 Charming,
6. 3
9. If these kind of stories are left unquestioned,
7. 9
then it will be of little wonder to us why our
8. 10
society will continue to thrive in prejudice
9. 7
10. 11 and injustice.
11. 1 10. Answers may vary
Guided Practice 1
Assessment
Answers may vary
Answers may vary
Guided Practice 2
Reflection
Answers may vary
Answers may vary
Independent Practice
1. Stereotyped gender roles for both men and
women are found in many stories, books,
movies, and other pieces of literature.
2. According to Witt, S. (2000), television plays
a central role in affecting a child’s idea on
gender roles and biases.
3. These movies were chosen as the focus of
this paper because of their popularity among
children
4. The first stereotype shown by these movies is
that women are generally weaker than men.
5. Snow White waited for the dwarfs to rescue
her from the evil queen and Prince
Charming’s kiss to wake her up. Similarly,
Ariel waited for three significant events in
the movie for her to change her to change the
status quo from which she is immersed; she
waited for Ursula’s magic to change her
fishtails to feet, for prince Eric to save her
from Ursula, and for her father ‘s magic to
give her feet back
6. Another stereotype that pervades in these
shows is how a woman is supposed to look.
7. Another
Key to Corrections
Acknowledgment
The Schools Division of Zambales would like to express its heartfelt gratitude
to the following, who in one way or the other, have contributed to the successful
preparation, development, quality assurance, printing, and distribution of the
Quarter 2 Guided Learning Activity Kits (GLAKs) in all learning areas across grade
levels as a response to providing the learners with developmentally-appropriate,
contextualized and simplified learning resources with most essential learning
competencies (MELCs)-based activities anchored on the principles of guided learning
and explicit instruction:
First, the Learning Resources (LR) Development Team composed of the writers
and graphic artists for devoting much of their time and exhausting their best efforts
to produce these indispensable learning kits used for the implementation of learning
delivery modalities.
Finally, the parents and other home learning facilitators for giving the learners
the needed guidance and support for them to possibly accomplish the tasks and for
gradually helping them become independent learners.
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SENIOR HIGH SCHOOL TRACKS
ACADEMIC TRACK
TECHNICAL-VOCATIONAL-
LIVELIHOOD (TVL) TRACK
SPORTS TRACK