• Author / Uploaded
• Michael Anthony Enaje

Citation preview

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES Document: Module 1/ Week 1 Grade Level: Senior High School Grade 11 Teacher: Mr. Michael AS. Enaje

Hi there Senior High School, grade 11 students, Welcome to our humble institution this academic year 2020 – 2021. Despite of the crisis we are facing right now, we are here and never stop for your dreams to come true. You are step ahead in reaching your goals; and part of it, you need to comply with the academic requirements imposed by the Department of Education for your grade level. Right now, you are about to face this academic challenge in the new normal phase of school setting. This module will guide you with your academic journey in ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES. Every week you will receive a set of module to study and activities to answer. All data and information you need in your studies will be provided together with the module. And another, you can also browse the internet for other references. I know this is new for both of us but then again, I hope you will find it enjoyable while learning and I’m hoping that we will see each other soon once permitted. Let us have fun in learning together! Sincerely yours, Sir Michael AS. Enaje

Module 1 Contents/ Lessons 1.1 1.2 1.3 1.4 1.5 1.6

Parts of Speech Multi Intelligence Academic Text Academic Writing Academic Reading Academic Language

LESSON 1.1 PARTS OF SPEECH

What is a Part of Speech?

1| MODULE: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

We can categorize English words into 9 basic types called "parts of speech" or "word classes". It's quite important to recognize parts of speech. This helps you to analyze sentences and understand them. It also helps you to construct good sentences. Parts of Speech Table This is a summary of the 9 parts of speech*. You can find more detail if you click on each part of speech.

part of speech

function or "job"

example words

example sentences

Verb

action or state

(to) be, have, do, like, work, sing, can, must

EnglishClub is a web site. I like EnglishClub.

Noun

thing or person

pen, dog, work, music, town, London, teacher, John

This is my dog. He lives in my house. We live in London.

Adjective

describes a noun

good, big, red, well, interesting

My dogs are big. I like big dogs.

Determiner

limits or "determines" a noun

a/an, the, 2, some, many

I have two dogs and some rabbits.

Adverb

describes a verb, adjective or adverb

quickly, silently, well, badly, very, really

My dog eats quickly. When he is very hungry, he eats really quickly.

Pronoun

replaces a noun

I, you, he, she, some

Tara is Indian. She is beautiful.

Preposition

links a noun to another word

to, at, after, on, but

We went to school on Monday.

Conjunction

joins clauses or sentences or words

and, but, when

I like dogs and I like cats. I like cats and dogs. I like dogs but I don't

2| MODULE: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

part of speech

function or "job"

example words

example sentences

like cats.

Interjection

short exclamation, sometimes inserted into a sentence

oh!, ouch!, hi!, well

Ouch! That hurts! Hi! How are you? Well, I don't know.

Reference: https://www.englishclub.com/grammar/parts-of-speech.htm

LESSON 1.2 MULTI INTELLIGENCE Gardner's Theory of Multiple Intelligences When you hear the word intelligence, the concept of IQ testing may immediately come to mind. Intelligence is often defined as our intellectual potential; something we are born with, something that can be measured, and a capacity that is difficult to change. In recent years, however, other views of intelligence have emerged. One such conception is the theory of multiple intelligences proposed by Harvard psychologist Howard Gardner. Theory of Multiple Intelligences This theory suggests that traditional psychometric views of intelligence are too limited. Gardner first outlined his theory in his 1983 book Frames of Mind: The Theory of Multiple Intelligences, where he suggested that all people have different kinds of "intelligences." Gardner proposed that there are eight intelligences, and has suggested the possible addition of a ninth known as "existentialist intelligence." In order to capture the full range of abilities and talents that people possess, Gardner theorizes that people do not have just an intellectual capacity, but have many kinds of intelligence, including musical, interpersonal, spatial-visual, and linguistic intelligences. While a person might be particularly strong in a specific area, such as musical intelligence, he or she most likely possesses a range of abilities. For example, an individual might be strong in verbal, musical, and naturalistic intelligence. Criticism Gardner’s theory has come under criticism from both psychologists and educators. These critics argue that Gardner’s definition of intelligence is too broad and that his eight different "intelligences" simply represent talents, personality traits, and abilities. Gardner’s theory also suffers from a lack of supporting empirical research. Despite this, the theory of multiple intelligences enjoys considerable popularity with educators. Many teachers utilize multiple intelligences in their teaching philosophies and work to integrate Gardner’s theory into the classroom. Learning more about the multiple intelligences can help you better understand your own strengths. Continue reading to learn more about the major characteristics of each type of intelligence 3| MODULE: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

1. Visual-Spatial Intelligence People who are strong in visual-spatial intelligence are good at visualizing things. These individuals are often good with directions as well as maps, charts, videos, and pictures. Strengths Visual and spatial judgment Characteristics People with visual-spatial intelligence:     

Read and write for enjoyment Are good at putting puzzles together Interpret pictures, graphs, and charts well Enjoy drawing, painting, and the visual arts Recognize patterns easily

Potential Career Choices If you're strong in visual-spatial intelligence, good career choices for you are:    

Architect Artist Engineer

2. Linguistic-Verbal Intelligence People who are strong in linguistic-verbal intelligence are able to use words well, both when writing and speaking. These individuals are typically very good at writing stories, memorizing information, and reading. Strengths Words, language, and writing Characteristics People with linguistic-verbal intelligence:     

Remember written and spoken information Enjoy reading and writing Debate or give persuasive speeches Are able to explain things well Use humor when telling stories

Potential Career Choices If you're strong in linguistic-verbal intelligence, good career choices for you are:   

Writer/journalist Lawyer Teacher

3. Logical-Mathematical Intelligence 4| MODULE: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

People who are strong in logical-mathematical intelligence are good at reasoning, recognizing patterns, and logically analyzing problems. These individuals tend to think conceptually about numbers, relationships, and patterns. Strengths Analyzing problems and mathematical operations Characteristics  People with logical-mathematical intelligence:    

Have excellent problem-solving skills Enjoy thinking about abstract ideas Like conducting scientific experiments Can solve complex computations

Potential Career Choices If you're strong in logical-mathematical intelligence, good career choices for you are:     

Scientist Mathematician Computer programmer Engineer Accountant

4. Bodily-Kinesthetic Intelligence Those who have high bodily-kinesthetic intelligence are said to be good at body movement, performing actions, and physical control. People who are strong in this area tend to have excellent hand-eye coordination and dexterity. Strengths Physical movement, motor control Characteristics People with bodily-kinesthetic intelligence:    

Are skilled at dancing and sports Enjoy creating things with his or her hands Have excellent physical coordination Remember by doing, rather than hearing or seeing

Potential Career Choices If you're strong in bodily-kinesthetic intelligence, good career choices for you are:    

Dancer Builder Sculptor Actor

5. Musical Intelligence

5| MODULE: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

People who have strong musical intelligence are good at thinking in patterns, rhythms, and sounds. They have a strong appreciation for music and are often good at musical composition and performance. Strengths Rhythm and music Characteristics People with musical intelligence:    

Enjoy singing and playing musical instruments Recognize musical patterns and tones easily Remember songs and melodies Have a rich understanding of musical structure, rhythm, and notes

Potential Career Choices If you're strong in musical intelligence, good career choices for you are:     

Musician Composer Singer Music teacher Conductor

6. Interpersonal Intelligence Those who have strong interpersonal intelligence are good at understanding and interacting with other people. These individuals are skilled at assessing the emotions, motivations, desires, and intentions of those around them. Strengths Understanding and relating to other people Characteristics People with interpersonal intelligence:     

Communicate well verbally Are skilled at nonverbal communication See situations from different perspectives Create positive relationships with others Resolve conflicts in group settings

Potential Career Choices If you're strong in interpersonal intelligence, good career choices for you are:     

Psychologist Philosopher Counselor Salesperson Politician

7. Intrapersonal Intelligence 6| MODULE: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

Individuals who are strong in intrapersonal intelligence are good at being aware of their own emotional states, feelings, and motivations. They tend to enjoy self-reflection and analysis, including daydreaming, exploring relationships with others, and assessing their personal strengths. Strengths Introspection and self-reflection Characteristics People with intrapersonal intelligence:    

Analyze their strengths and weaknesses well Enjoy analyzing theories and ideas Have excellent self-awareness Understand the basis for his or her own motivations and feelings

Potential Career Choices If you're strong in intrapersonal intelligence, good career choices for you are:    

Philosopher Writer Theorist Scientist

8. Naturalistic Intelligence Naturalistic is the most recent addition to Gardner’s theory and has been met with more resistance than his original seven intelligences. According to Gardner, individuals who are high in this type of intelligence are more in tune with nature and are often interested in nurturing, exploring the environment, and learning about other species. These individuals are said to be highly aware of even subtle changes to their environments. Strengths Finding patterns and relationships to nature Characteristics People with naturalistic intelligence:    

Are interested in subjects such as botany, biology, and zoology Categorize and catalog information easily Enjoy camping, gardening, hiking, and exploring the outdoors Dislikes learning unfamiliar topics that have no connection to nature

Potential Career Choices If you're strong in naturalistic intelligence, good career choices for you are:    

Biologist Conservationist Gardener Farmer

Reference: https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161 7| MODULE: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

LESSON 1.3 ACADEMIC TEXT

What is an academic text? Academic text is defined as critical, objective, specialized texts written by experts or professionals in a given field using formal language. Academic texts are objective. This means that they are based on facts with solid basis.

LESSON 1.4 ACADEMIC WRITING

Academic writing is a core subject in the academe Academic writing is a particular style used in formal essays and other assessments for the course. It requires formal language, a logical structure and is supported by evidence/s. Academic writing is clear, concise, focused, structured and backed up by evidence. Its purpose is to aid the reader's understanding. It has a formal tone and style, but it is not complex and does not require the use of long sentences and complicated vocabulary. Academic writing refers to a style of expression that researchers use to define the intellectual boundaries of their disciplines and their specific areas of expertise. LESSON 1.5 ACADEMIC READING

Academic Reading Academic reading differs from reading for pleasure. You will often not read every word, and you are reading for a specific purpose rather than enjoyment. This page explains different types of purpose and how the purpose affects how you read, as well as suggesting a general approach to reading academic texts. Academic and nonacademic texts are also typically written for a particular audience. While nonacademic texts are intended more for mass, public consumption than scholarly or academic texts, they may be targeted towards special interests or occupations in society. LESSON 1.6 ACADEMIC LANGUAGE Academic language Academic language is the language needed by students to do the work in schools. It includes, for example, discipline-specific vocabulary, grammar and punctuation, and applications of rhetorical conventions and devices that are typical for a content area (e.g., essays, lab reports, discussions of a controversial issue.) 8| MODULE: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

References: https://www.wappingersschools.org/cms/lib01/.../extra_credit_poetry_assignment.pdf https://www.merriam-webster.com/dictionary/text. https://whatis.techtarget.com/definition/text https://library.leeds.ac.uk/info/14011/writing/106/academic_writing https://libguides.usc.edu/writingguide/academicwriting

Activities: PART 1: Try our quiz! See if you can name the parts of speech of the words in square brackets below. 1. 2. 3. 4. 5. 6. 7. 8.

[For] a few weeks, Ottawa residents enjoy the brilliant fall colours of Gatineau Park. The red, yellow and deep [orange] of autumn leaves create a dazzling display. Hiking and walking are [excellent] ways to discover the Park’s 165 kilometres of trails. [Follow] the Luskville Falls Trail, and climb 290 metres up the rocky slope of the Eardley Escarpment. The children amused [themselves] by rolling in the pile of raked leaves. Rock climbing can be slow and arduous, but once you reach the top, it is [simply] exhilarating. Many athletes cycle in Gatineau Park [not only] for the aerobic workout [but also] for the hill training. [What!] You’re not coming with us to see Fall Rhapsody?

PART 2: Write an essay about Multiple Intelligences and observe the rules in academic writing. Apply academic text, reading and language as much as possible. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ PART 3: Learning Bank: (Summary of learning) Please write down about what you have learned in these topics/ lessons.

9| MODULE: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES