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CENTRAL COLLEGES OF THE PHILIPPINES

SENIOR HIGH SCHOOL
COURSE SYLLABUS (S.Y. 2017-2018)

Grade: 12 Semester: 1st Semester, SY 2017-2018

Core Subject Title: English for Academic and Professional Purposes No. of Hours/Semester: 80 hours/semester
Pre-requisite (if needed):
Subject Description: The development of communication skills in English for academic and professional purposes.

CONTENT STANDARD: The learner acquires knowledge of appropriate reading strategies for a better understanding of academic texts
PERFORMANCE STANDARD: The learner produces a detailed abstract of information gathered from the various academic texts read
TEACHING-
ASSESSMEN TIME
CONTENT LEARNING COMPETENCIES LEARNING OUTCOMES LEARNING
T ALLOTMENT
ACTIVITIES
The learner The learner should be able to Small group-
differentiated
Reading Academic Texts 1. determines the structure name various types of text structures tasks, lecture,
(Weeks 1 to 3) of a specific academic discussion,
text definition/elucidation question and
description answer, audio-
recount of a sequence visual
cause-effect
presentation
problem-solution
comparison and contrast
enumeration
classification
thesis-evidence

classify the structure of a specific

academic text

write an example text using one of the

structures

2. differentiates language used differentiate language features in texts Small group-

in academic texts from various across disciplines (what differs a differentiated
disciplines business text from others?) tasks, lecture,
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discussion,
value the exchange of ideas with a question and
partner/group mates regarding answer, audio-
assigned text visual
presentation

3. explains the specific ideas determine the topic and main idea of Small group-
contained in various academic business texts differentiated
texts explain the main idea of a business tasks, lecture,
text in their own words discussion,
question and
answer, audio-
visual
presentation

4. uses knowledge of text explain the function of paragraphs in a Small group-

structure to glean the longer text in order to write coherent differentiated
information he/she needs summaries tasks, lecture,
discussion,
question and
answer, audio-
visual
presentation

5. uses various techniques in identify various techniques in Small group-

summarizing a summarizing different business texts differentiated
variety of academic texts tasks, lecture,
discussion,
question and
answer, audio-
visual
presentation

6. states the thesis statement of define a thesis statement Small group-

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an academic give the thesis statement of a differentiated

text business text tasks, lecture,
discussion,
question and
answer, audio-
visual
presentation

7. paraphrases/ explains a text explain a business text in ones own Small group-
using ones own words words differentiated
tasks, lecture,
discussion,
question and
answer, audio-
visual
presentation

8. outlines reading texts in apply appropriate text mapping Small group-

various disciplines strategies and outlining differentiated
tasks, lecture,
discussion,
question and
answer, audio-
visual
presentation

9. summarizes the content of summarize and paraphrase Small group-

an academic text paragraphs differentiated
tasks, lecture,
discussion,
question and
answer, audio-
visual
presentation
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10. writes a write a summary of a business text Small group-

prcis/abstract/summary of using ones own words differentiated
texts tasks, lecture,
in the various disciplines discussion,
question and
answer, audio-
visual
presentation

CONTENT STANDARD: The learner understands the principles and uses of a reaction paper/ review/ critique
PERFORMANCE STANDARD: The learner produces an objective assessment of an event, a person, a place or a thing.
Writes a comprehensive review /reaction paper

Performance Arts, Play, Dance, Sports, etc.

Film

Participation in a religious or community festival

Art Exhibit
Critiques designs such as industrial design objects or craft objects, furniture, fashion designs based on a set criteria
Critiques graphic design communication materials such as posters, billboards, commercials, digital and other media
CONTENT
LEARNING COMPETENCIES
LEARNING OUTCOMES
TEACHING-LEARNING ACTIVITIES
ASSESSMENT
TIME ALLOTMENT
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Writing the Reaction Paper/Review/ Critique

(Weeks 4 to 6)

The Learner

1. Forms opinions based on facts

give opinions based from facts

Small group-differentiated tasks, lecture, discussion, question and answer, audio-visual presentation

2. cites specific sources to support claims

determine ways in citing sources to support claims

apply proper citation is supporting claims
Small group-differentiated tasks, lecture, discussion, question and answer, audio-visual presentation

3. presents ideas convincingly

4.

present ideas by group

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Small group-differentiated tasks, lecture, discussion, question and answer, audio-visual presentation

5. uses the appropriate language for a specific discipline

6.

use business language

Small group-differentiated tasks, lecture, discussion, question and answer, audio-visual presentation

7. raises legitimate, contrary views in an appropriate manner

write a review containing a contrary reaction to a specific topic

Small group-differentiated tasks, lecture, discussion, question and answer, audio-visual presentation

8. uses appropriate critical approaches* in writing a critique such as formalism, feminism, etc.
determine critical approaches in writing
use appropriate critical approaches in writing reviews
Small group-differentiated tasks, lecture, discussion, question and answer, audio-visual presentation

Small group-differentiated tasks, lecture, discussion, question and answer, audio-visual presentation
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9. applies the principles of writing effective reviews and critiques

identify principles of writing effective reviews and critiques
use the principles in writing a review/critique
Small group-differentiated tasks, lecture, discussion, question and answer, audio-visual presentation

10. writes an objective/balanced review or critique of a work of art, an event or a program

write a critique of a specific event/program
Small group-differentiated tasks, lecture, discussion, question and answer, audio-visual presentation

CONTENT STANDARD: The learner understands the principles and uses of a concept paper.
PERFORMANCE STANDARD: The learner produces a well-balanced concept paper in a specific discipline.
TEACHING-
CONTENT LEARNING COMPETENCIES LEARNING OUTCOMES LEARNING ASSESSMENT TIME ALLOTMENT
ACTIVITIES
define a concept Small group-
Writing Concept Paper paper differentiated
(Weeks 7 to 10) identify the parts of tasks, lecture,
Exam The Learner a concept paper discussion,
question and
1. defines what a concept paper answer, audio-
is visual
presentation

2. determines the ways a writer identify the Small group-

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rhetorical strategies differentiated

and paragraph tasks, lecture,
organization in an discussion,
can elucidate on a concept by extended definition question and
definition, explication and answer, audio-
clarification visual
presentation

give scenarios Small group-

where a concept differentiated
paper can be tasks, lecture,
3. identifies situations in which a effectively used in discussion,
concept paper may be the field of business question and
effectively used to improve our answer, audio-
society visual
presentation

identify different Small group-

types of concept differentiated
papers tasks, lecture,
discussion,
4. comprehends various kinds of question and
concept papers answer, audio-
visual
presentation

5. explains and clarifies concepts enumerate

in fields such as: concepts/jargons in
a. Art the field of business
b. Business explain concepts in
c. Law the field of business
d. Philosophy
e. Politics
f. Religion
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g. Science
h. Sports
i. TechVoc
Home Economics
Agri. fishery
I.A
ICT
write a concept Small group-
paper related to the differentiated
field of ABM tasks, lecture,
present the concept discussion,
6. presents a novel concept or paper in a question and
project with accompanying business-like
visuals/ graphic aids answer, audio-
manner visual
presentation

CONTENT STANDARD: The learner understands the principles and uses of a position paper.
PERFORMANCE STANDARD: The learner presents a convincing position paper based on properly cited factual evidence.
TEACHING-
CONTENT LEARNING COMPETENCIES LEARNING OUTCOMES LEARNING ASSESSMENT TIME ALLOTMENT
ACTIVITIES
Writing the Position Paper The Leaner define a position Small group-
(Weeks 11 to 14) paper differentiated
1. defines what a position paper identify the parts of tasks, lecture,
is a position paper discussion,
question and
answer, audio-
visual
presentation

2. identifies situations in which a give scenarios in Small group-

position paper may be which a position differentiated
effectively used in our present paper can be tasks, lecture,
society
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effectively used in discussion,

our present society question and
answer, audio-
visual
presentation

3. gathers manifestoes and define a manifesto Small group-

analyzes the arguments used analyze arguments differentiated
by the writer/s used by the writers tasks, lecture,
discussion,
question and
answer, audio-
visual
presentation

4. defends a stand on an issue by present reasonable Small group-

presenting reasonable arguments differentiated
arguments supported by regarding an issue tasks, lecture,
properly cited factual in the field of discussion,
evidences business question and
defend a stand answer, audio-
regarding an issue visual
presentation

5. writes various kinds of position identify different Small group-

papers types of position differentiated
papers tasks, lecture,
write various kinds discussion,
of position papers question and
answer, audio-
visual
presentation
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CONTENT STANDARD: The learner understands the principles and uses of surveys, experiments and scientific observations.
PERFORMANCE STANDARD: The learner produces a well-written report for various disciplines.
TEACHING-
CONTENT LEARNING COMPETENCIES LEARNING OUTCOMES LEARNING ASSESSMENT TIME ALLOTMENT
ACTIVITIES
Writing the Report Survey/ Field The Learner determine different Small group-
Report Laboratory/ Scientific types of reports differentiated
Technical Report* 1. determines the objectives and identify the parts of tasks, lecture,
(Weeks 15 to 20) structures of various kinds of various reports discussion,
Exam reports question and
answer, audio-
visual
presentation

design survey Small group-

questionnaires differentiated
tests survey tasks, lecture,
questionnaires discussion,
2. designs, tests and revises revise survey question and
survey questionnaires* questionnaires answer, audio-
visual
presentation

3. conducts surveys, experiments conduct a survey Small group-

or observations* differentiated
tasks, lecture,
discussion,
question and
answer, audio-
visual
presentation
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4. gathers information from extract information Small group-

surveys, experiments, or from conducted differentiated
observations* survey tasks, lecture,
discussion,
question and
answer, audio-
visual
presentation

5. disseminates written forms of write a narrative Small group-

information from surveys, report based from differentiated
experiments or observations* the survey tasks, lecture,
conducted discussion,
question and
answer, audio-
visual
presentation

6. summarizes findings and analyze survey Small group-

executes the report through findings differentiated
narrative and visual/graphic create tasks, lecture,
forms visual/graphic discussion,
presentations of the question and
findings answer, audio-
visual
presentation

7. writes various reports write a report Small group-

survey differentiated
tasks, lecture,
discussion,
question and
answer, audio-
visual
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presentation