• Author / Uploaded
• nancy flores

Citation preview

Academia De Pulilan , Inc. In affiliation with The City School Cut-cot, Pulilan, Bulacan 2020 - 2021

MODULAR ACTIVITY/WORKSHEETS ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

Prepared by: Mrs. Nancy M. Flores/ Ms. Rosalinda Cruz Subject Teacher

TABLE OF CONTENTS

LESSON 1: READING AN ACADEMIC TEXT

I. Objective: Acquires knowledge of appropriate reading strategies for a better understanding of academic texts. II. Contents

Reading is one of the most valuable activities of an individual. It is a complex cognitive process of decoding symbols in order to construct or derive meaning ( reading comprehension ). The reading process requires continuous practice, development , and refinement. It requires also creativity and critical analysis. Five Thinking Strategies of Good Readers 1. Predict: Make educated guesses.  Good readers make predictions about thoughts, events, outcomes, and conclusions.  As you read, your predictions are confirmed or denied.  If they prove invalid, you make new predictions.  This constant process helps you become involved with the author's thinking and helps you learn. 2. Picture: Form images.  For good readers, the words and the ideas on the page trigger mental images that relate directly or indirectly to the material.  Images are like movies in your head, and they increase your understanding of what you read. 3. Relate: Draw comparisons.  When you relate your existing knowledge to the new information in the text, you are embellishing the material and making it part of your framework of ideas.  A phrase of a situation may remind you of a personal experience or something that you read or saw in a film.  Such related experiences help you digest the new material. 4. Monitor: Check understanding.  Monitor your ongoing comprehension to test your understanding of the material.  Keep an internal summary or synthesis of the information as it is presented and how it relates to the overall message.  Your summary will build with each new detail, and as long as the message is consistent, you will continue to form ideas.  If, however, certain information seems confusing or erroneous, you should stop and seek a solution to the problem.  You must monitor and supervise you own comprehension.  Good readers seek to resolve difficulties when they occur; they do not keep reading when they are confused. 5. Correct gaps in understanding.  Do not accept gaps in your reading comprehension.  They may signal a failure to understand a word or a sentence.  Stop and resolve the problem.  Seek solutions, not confusion.  This may mean rereading a sentence or looking back at a previous page for clarification.  If an unknown word is causing confusion, the definition may emerge through further reading.  When good readers experience gaps in comprehension, they do not perceive themselves as failures; instead, they reanalyze the task to achieve better understanding.

READING STRATEGIES How you prepare yourself before you read influences how much you will understand and retain. There are three stages in the reading process: 1) pre-reading; 2) during reading; and 3) post-reading. PRE-READING Research has shown that previewing the text in any one or all of the following ways can increase your involvement with the text.    

   

Set a purpose: set a purpose for reading (summary, paraphrase, entertainment)and make a mental or written note of your goals in reading the text. Your purpose might need to locate specific information and ideas, or you might need to summarise and paraphrase the text. Make predictions: make some predictions about what topics, ideas and issues the text will cover and how the author will communicate. Use the title or subheadings to generate some ideas Ask questions: pose some questions before you begin to read that you hope the text will answer Build knowledge: think about the topic: familiarize yourself with the content; language; and format of the text; what topics, issues and ideas the text will cover; and in what way the language and organization of the text are used for the specific purposes of the writing and/or special  -1themes. The purpose of the writing may be to: describe, persuade, inform, entertain, interact, find out, regulate, and record. Preview the vocabulary: quickly skim and scan the text for unfamiliar vocabulary and then try and determine the meaning from the context. Skimming: do a quick surface level reading of the text paying attention to subheadings, visuals, and format to determine whether the text contains information that you might need to use in your own writing. Scanning: do a quick reading of the text and search for specific words, phrases, ideas, visuals, format, and subheadings.

EXERCISE IN PREREADING: Try any and or all of the above strategies. DURING READING Looking for specific clues in the text to extract the author's meaning and purpose for communicating will strengthen your skills as a reader 



  

Order of reading the text: Reading the text in the order below will help you understand it’s global meaning before you go on to read the whole text in detail. Indeed, once you have gone through the order below, you may find that you don’t need/want to read the whole text! Read the text in the following order: 1. Title/headings 2. Sub-headings 3. First paragraph 4. Last paragraph 5. First sentence of each paragraph 6. Whole text Attending to the different elements in the text: pay attention to what the author is trying to communicate; how does the author use the language to convey meaning? What are some of the obvious and/or hidden themes in the text? Try and get a sense of the writer's attitude toward the topic. Guessing: when you come to a word that you don't know, try and guess the meaning from the context, don't stop reading -keep going even if one or two words are unfamiliar. Reading silently: good readers read silently. Reading out loud slows you down, it also forces you to pay attention to the sounds of words rather than their meaning Searching for answers to your pre-reading questions and confirmation of your predictions: look for information that responds to your questions and confirms or denies the predictions you made about the text

EXERCISE IN READING: Try any and or all of these strategies. POST READING After reading, go back to your initial pre-reading activities and fill in the gaps; do a detailed analysis of the text in preparation for your own writing assignment. This will improve your understanding and recall of the text.   

  

Evaluate: provide an opinion on how effective the author has been in carrying out the purpose of the writing and in what ways the writer has been successful at accomplishing the task. Map: create a map (visual representation) of the different ideas in the text starting with the main theme in the center and building off of it to list the related and supporting details Discuss a) content, b) vocabulary, c) author's plan and use of language, d) patterns: Analyse the ideas in the text and discuss any unfamiliar or special vocabulary; examine how the author structured the text and what grammatical and structural patterns were used in support of the author's purpose for writing Return to initial predictions: ask yourself whether the predictions you made about the content and plan of the text were confirmed or denied Answering your prereading questions: try to answer your initial questions to determine if the text provided you with the information you expected, predicted or needed. Following up with a written assignment: it is now time to make use of what you have read to generate a summary, paraphrase or semantic map in preparation for a more extended writing assignment

Anxiety is a feeling of worry and unease. -2- This emotion may cause someone to do things unreasonably. Fear, on the other hand, is another emotion caused by the belief that something or someone could negatively affect one’s life. The fear of failing an exam, for example, may cause someone to study unreasonably without rest. Such behavior, the act of studying III. Activities Activity 1 unreasonably for fear of failing an exam is a manifestation of anxiety.. also and makethen a person do something to prevent Direction: Read and studyAnxiety the textmay below, answer the questions below. a threat, which is most of the time subjective as this threat is not readily visible. if a person fears he or she may lose a loved one for lack of security in the relationship, he would do everything to keep the person, sometimes no matter what it takes, even if the action is no longer proper or appropriate. The emotional response to this fear which pushes the person to have inappropriate reactions such as excessive crying, inability to sleep, or anything that prevents him for doing things in a normal, comfortable state shows that he or she is experiencing anxiety.

1. Define an anxiety. 2. What are the causes of anxiety? 3. What are the activities that a person does while experiencing anxiety? 4. How do people understand a person who’s experiencing anxiety? 5. Can anxiety be avoided? Explain your answer. Activity 2 Visual Language Development. Direction: Study and analyze the painting which depicts the Cry of Pugad Lawin and The Great Wall of China * Can works of art really preserve the memory of important events? Reflect and analyze. * Do you think that works of art possess a high value if they were made to express the artist’s love for his/her beloved? Explain your answer.

______________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

-3-

__________________________________________________________ ___________________________________________________________ ___________________________________________________________ Activity 3 Direction: Underline the correct word that best describe each definition. 1. condition marked by low temperature cold could cud 2. past tense of will wooed would wood 3. a part of stem from which a leaf arises nude nod node 4. colors hues hews whose 5. to join or intersect meat meet mite 6. a structure built over a depression for use as a passageway bread breed bridge 7. a small house shock shucks shack 8. a loud sound howl haul hole 9. lacking in strength weak wake week 10. fight fray feign fried Activity 4: Direction: Choose the correct word that will complete the sentences below. 1. “Fish has taken the ( bait , bay ), “ the telegraph read. 2. It is an Indian custom to have a dance for the ( bride , bright ). 3. Carol bought her father an expensive ( thigh , tie ) for Christmas. 4. The discovery of oil was a ( boom , boon ) to the industry. 5. The rainy ( whether , weather ) is not good for my rubber shoes. 6. The policeman held the robber in hand ( cough , cuffs ). 7. ( Those , Doze ) Mahogany tables are valuable investments. 8. The people hoped that the ( prove , probe ) conducted by the commission will not be whitewashed. 9. The hunter was not a bit frightened when the wolf bared its ( fangs , fans ). 10. Rice must be continually ( razed , raised ) as a staple food.-4-

IV. Assessment Activity Direction: Read and study the text below, and then answer the given questions. Tailgating another vehicle is unsafe and illegal. Many rear-end collisions are caused by drivers following too close to the vehicle in front of them. The rules state that a driver must keep sufficient distance from the vehicle in front in order to stop safely and avoid a collision. Drivers should allow a minimum two seconds’ gap between their vehicle and the one ahead. At sixty kilometres an hour, this equates to thirty-three metres; at a hundred it equates to fifty-five metres. More distance is needed to safely stop in rain or poor visibility. -41. Tailgating another vehicle is unsafe because A: all rear end collisions are caused by drivers following too close to the vehicle in front. B: it may not allow sufficient time and space to stop and avoid a collision. C: it is against the road rules. D: it is a reckless practice. E: None of these. 2. ‘More distance is needed to safely stop in rain or poor visibility.’ We can infer from this that: A: people drive faster in rain and poor visibility. B: the writer is merely calculating on the safe side.

C: braking is more hazardous in rain and poor visibility. D: the road rules state that this must be so. E: All of these. _____________________________________________________________________________________ There is a place forty kilometres north-east of Portland, Victoria, which makes for an unusual visit. It is Lake Condah. Here are to be found remains of aboriginal settlements: the circular stone bases of several hundred huts, rock-lined water channels, and stone tools chipped from rock not normally found in the area. One of the attractions of Lake Condah long ago was its fish and the most startling evidence of aboriginal technology and engineering to be found there are the systems built to trap fish. Water courses had been constructed by redirecting streams, building stone sides and even scraping out new channels. At strategic spots, they piled rocks across the water courses to create weirs and build funnels to channel eels and fish into conical baskets. This is an eel-fishing technique which has hardly changed to the present day. Beside some of the larger traps, there are the outlines of rectangular, stone-lined ponds, probably to hold fish and keep them fresh. On the bluffs overlooking the lake, stone circles are all that remain of ancient dwellings. Not all of the stones were quarried locally. The huts vary in size, but all have gaps for doorways located on the lee side, away from the prevailing wind. One theory is that the stone walls were only waist to shoulder high, with the top roofed by branches and possibly packed with mud. The site presents a picture of a semisettled people quite different from the stereotype of nomadic hunter-gatherers of the desert. 3. The word ‘stereotype’ as used in the above passage means: A: distant culture. C: electronic print version B: opposite picture. . D: standard view. 4. Lake Condah is seen as unusual, mainly because: A: it is so close to a main town. B: there are remains of buildings still to be seen. C: it reveals a society that was at least partly settled and had building and engineering skills. D: there is evidence that some of the building stone was imported. E: it shows the lake dwellers were totally reliant on fish for a food source. ______________________________________________________________________________ 5. The sentence below does not have any punctuation. Choose the option with the correct punctuation. one of these days said mary youll get into trouble A: One of these days, said Mary, you’ll get into trouble. B: “One of these days”, said Mary “you’ll get into trouble” C: “One of these days”, said Mary. “You’ll get into trouble.” D: “One of these days”, said Mary, “you’ll get into trouble.” E: “One of these days”, said Mary, “youll get into trouble.” 6. What does this sentence suggest? A bird in the hand is worth two in the bush. A: Your own possessions are always worth more to you. B: Birds are hard to catch, so hang on to one if you catch it. C: To have something is better than having nothing at all. D: A trained bird is twice the value of an untrained one. E: There is no point in being envious. _____________________________________________________________________________________ -57. Until widespread clearing of land began after 1861, the Tweed Valley, from the beach dunes to the mountains, was covered by dense wetland forests and rainforest. The rainforest had plenty of red cedar, which grew along the river banks and over the floodplains and foothills. Some of these trees were huge, up to sixty metres tall and as much as two thousand years old. Cedar was highly valued for its light weight, rich pink to red colours and interesting grain patterns. The tall trees provided magnificent lengths for the mills. Much early Australian furniture was made from cedar. The timber of the Tweed Valley was felled close to the river banks and then was tied and floated

downstream to the river mouth for shipping to the big cities. The river provided the only means of removing the timber, because the felled trees were so bulky. By the 1870s, the cedar industry was in decline. Land cleared for farming was on the increase and easily obtainable, and large cedar trees were becoming scarce. It was purely an extractive industry, which put nothing back. Given that many original trees were thousands of years old, it would have been hundreds of years before the plantings could have been harvested in any case. Tweed Valley cedar was valued in colonial Australia for all the following reasons EXCEPT: A: the trees were easy to fell and remove. B: the timber was sought after for furniture making. C: the timber was light in weight. D: the timber was prized for its colour and grain variations. E: the tree trunks were long and straight. 8. Which of the following can we say caused the decline of the cedar industry? A: Suitable trees closer to the river grew scarce. B: Clearing for farming land was reducing the rainforest. C: Felled trees were not replaced. D: A and B together. E: B and C together. 9. A tour leader needs to be a gregarious person. The word gregarious in the above sentence means: A: well-travelled B: retiring C: adaptable D: chatty E: companionable 10. Please read the following sentence. When she hit the ball, she had no idea where it was going…. If we change the start of the sentence to: She had no idea where the ball was going…..... What will the ending be? A: after she hit the ball. B: while hitting it. C: when she hit it. D: when the ball was hit. E: None of these.

-6-

LESSON 2: GRAMMAR USAGE AND STRUCTURE

I. Objectives: * Uses knowledge of text structure to glean the information he/she needs * Identify the rules for subject verb agreement. II. Content:

What is Subject-Verb Agreement?

A simple subject-verb agreement definition implies that the subject of the sentence and the verb of the sentence must be in agreement in number. Example 1: The dog is playing with his ball. In this case, the subject of the sentence is ‘dog’ and the verb used is singular in nature, ‘is playing’. Example 2: The dogs are playing with their ball. In this case, the subject of the sentence is ‘dogs’ and the verb used is plural in nature, ‘are playing’. RULES FOR SUBJECT-VERB AGREEMENT Let’s explore a series of subject-verb agreement rules required to ace questions based on Sentence Correction.  RULE 1: When two subjects are joined by ‘and’, the verb is plural. For example: My friend and his mother are in town. RULE 2: When two singular nouns joined by ‘and’ refer to the same person or thing, the verb is singular.  For example: The captain and coach of the team has been sacked. In case these were two different individuals, two articles need to be used: The captain and the coach of the team have been sacked.             RULE 3: Indefinite pronouns (everyone, each one, someone, somebody, no one, nobody, anyone, anybody etc.) are always singular.  For example:  Everyone is selfish. We do not use 'are' in this sentence.  This rule does not apply to: few, many, several, both, all, some. RULE 4: When the percentage or a part of something is mentioned with plural meaning the plural verb is used. For example: 40 of every 100 children are malnourished. RULE 5: When the subjects joined by ‘either or’ or ‘neither nor’ are of different persons, the verb will agree in person and number with the noun nearest to it. For example: Neither you nor your dogs know how to behave. Either of the books is fine for MAT preparation. Always remember that, when either and  neither are used as pronouns, they are treated as singular and always take the singular verb.  RULE 6: If connectives/appositives like along with, together with, as well as, accompanied by etc. are used to combine two subjects, the verb agrees with the subject mentioned first. For example: Mr. Ram, accompanied by his wife Sita and his brother, was banished to the forest. -7-

RULE 7: A number of/ the number or ‘A number of (some countable noun)’ is always plural. ‘The number of (some countable noun)’ is always singular. For example: A number of students are going on the trip. RULE 8: The singular verb form is usually used for units of measurement or time.

For example: Five gallons of oil was required to get the engine running. RULE 9: When any of ‘few, many, several, both, all, some’ is used with a countable noun, the verb is plural. For example: Some men are needed for the battle. RULE 10: When any of ‘few, many, several, both, all, some’ is used with an uncountable noun, the verb is singular. For example: Some milk is spoilt.

III. Activities Activity 1 Direction: Write the initial letter of your name if each sentence has a correct grammar usage and if it is wrong, write its correct grammar usage. ______ 1. The receptionist had ask for the receipt. ______ 2. The receptionist had asked for the receipt yesterday. ______ 3. The group leader informed us that the venue for the meeting has been changed. ______ 4. The group leader informs us that the venue for the meeting has been changed. ______ 5. Rose maintains a rose garden. ______ 6. Rose maintain a rose garden. ______ 7. They had finally did the reunion plans. ______ 8. They had finally done the invitation layout. ______ 9. Deidrick don’t give a hint to her vacation plans. ______ 10. Alliyah doesn’t want to present in front of the school president. ______ 11. We rescheduled the staff meeting in the morning instead because we are going to attend a seminar in the afternoon. ______ 12.The secret is between you and I. ______ 13. A child must follow what they are asked. ______ 14. When you arrive at the lobby, asked for Jack or me. ______ 15. When we listen , you need to focus on the speaker. ______ 16. I started the assignment early because I’ll never know when I’ll run into problems. ______ 17. Excellent writing is the result of ruthless revision , fearless proofreading , to edit , and rewrite. ______ 18. I teach. I travel. I write. ______ 19. The assignment on the reaction paper to the movie is due next week. ______ 20. Answering the phone , my feet sleep off the floor. Activity 2 Direction: Identify the correct past form and past participle form of the verbs. Base Form Past Tense Past Participle ride ring sprung bend sleep kneel fight freeze mean teach -8Activity 3 Direction: Underline the correct form of the verb. 1. The students who went along on the field trip ( is , are ) not exempted from presenting their thesis proposals. 2. Kelvin and his classmates ( was , were ) ( catch , caught ) sneaking in the birthday cake for Mrs. Gomez. 3. Jumeirah ( has , have ) two extra exam booklets.

4. I ( has , have ) two extra pencils. 5. You ( has , have ) ( teach , taught ) the rules of basic grammar well. 6. She ( do , does )a short writing exercise every day by writing an entry into her journal. 7. ( Do , Did ) you 9 see , saw ) my notes on his laboratory experiment? I ( have , had ) been looking for it since yesterday. 8. Ryza agreed to ( evaluate , evaluated ) the English proficiency results of the applicant. 9. Would you like to ( get , got ) some binder clips for these papers? 10. Peter asked me to ( leave , left ) the room when the complainant walked in. III. Assessment Activity Direction: Underline the correct verb that will best complete the sentences below. 1. The noisy students (have, has) to leave after two warnings. 2. She is the only one of the students who (have, has) failed the test. 3. The crying baby (irritate, irritates) them. 4. The longest of the presentations (is, are) the next group. 5. The students and their teacher (is, are) traveling to the competition. 6. Either one of the choices (is, are) going to disrupt the schedule. 7. This is the stereo system that (have, has) been purchased most often in our store. 8. Nobody (dare, dares) to challenge the teacher when she is wrong. 9. The players or their coach (is, are) holding a press conference. 10. Neither of the students (has, have) been to Europe. 11. Each of the exercises (take, takes) about twenty minutes to complete. 1 2. The ladies and the child (is, are) planning to have pizza for lunch. 13. The teacher, along with her students, (is, are) determined to have a good year. 1 4. Please tell me when John and Mary (go, goes) to the store. 15. The class (watch, watches) a movie every Friday night. 16. The number of issues (seem, seems) to be increasing. 17. The husband and his wife (drive, drives) a convertible. 18. Hardly anyone (speak, speaks) to her. 19. He or his sister (want, wants) to visit Europe next summer. 20. She (take, takes) her dog for a walk each evening.

-9-

LESSON 3: ACADEMIC TEXT I. Objectives: * Uses knowledge of text structure to glean the information he/she needs * Uses various techniques in summarizing a variety of academic texts II. Content:

Lesson 3; Academic Text

-10-

Lesson 3: Academic Text Lesson 4 Skimming and Scanning