Published by the

Learning Resource Management and Development System

(LRMDS)
Department of Education
Region VI- Western Visayas
Schools Division of Capiz
Roxas City

Copyright 2018

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SPARKS in EAPP: A Learning Module in English for Academic & Professional

Purposes for Grade 11 Students of Shielded Metal Arc Welding

Writer: EDWIN JASON D. DUEŇAS, PhD

Illustrator: ROLAN B. BULACLAC
Graphic Artists: TERESITA C. DAPULASE & JULIUS E. UBAS

Quality Assured by:

ERNESTO J. FULGENCIO, PhD NASHRUDIN A. ROXAS CHARLIE DUBLON

SHIRLEY A. DE JUAN
EPS 1 – LRMDS
Approved for the use of the Schools Division:

SEGUNDINA F. DOLLETE, Ed.D.

Chief Education Supervisor- Curriculum Implementation Division
NICASIO S. FRIO ROEL F. BERMEJO, PhD, CESO V
Asst. Schools Division Superintendent Schools Division Superintendent
 Table of Contents

SPARKS Explained……………………………………………………………………….. i

To the EAPP Teacher of SMAW learners………………………………………………… iii

To the SMAW learners…………………………………………………………................ iv

Module 1, Lesson 3………………………………………………………………………… 1

Feedbacks…………………………………………………………………………………12-14

Daily Lesson Log for the Module (Attached)

 SPARKS Explained

Sparks are produced in welding. When an electrode touches the arc, sparks are

produced. In learning, sparks are symbols of success in learning. When there is learning,

there is light. When there are a lot of learning, there are a lot of lights. Just like in welding,

when sparks are produced, it only shows that you are already applying what you learned in

welding.

The term SPARKS is also an acronym of the different processes involved in learning.

It stands for the different parts of the module. S stands for Setting it up. It is
presented by this photo: , a photo of a welder who is getting ready to switch on

the welding machine. In learning, we have to get everything ready for learning to occur,

including our previous learning and experiences which may help us learn a new lesson. P is

for Powering it On presented by this photo: . The photo shows a hand

switching on the switch button. In welding, after checking in on the readiness of everything,

we can now begin the welding process. After considering all factors that may facilitate

learning, it is now high time for learning to begin. A stands for Angling it Right.
It is symbolized by this photo: . In welding, if correct angling is not applied, the

weld may be considered bad and no client ever wants it, thus it thus need to have a correct

angle. In learning, when our knowledge of a certain concept is not enough, it may result to

unlearning; hence, we need to practice more so that we can have a deep learning of the lesson

or concept. R and K stand for Reinforcing and Keeping It. They are
symbolized by this picture: . When we reinforce, we keep the weld intact so that

whatever happens, the weld remains firm. Likewise, we need to make our learning intact and
firm, so that when the time comes for us to use them in school, and later in our careers, we

can always be sure that our learning will guide us achieve what we are supposed to achieve.

S stands for Scarf it, which, in welding, technically means the removal of defects of
the weld. We need to remove the defects of the weld so that it may become highly useful and

highly effective in serving its purposes. In learning, after we learned the different knowledge,

skills, and competencies, there is a need that our learning be assessed and evaluated in order

to test whether what we learned are correct. If there are any confusion or misunderstanding

on a certain concept, it needs to be corrected by the help of the teacher so your learning can

be meaningful, successful, and productive.

Moreover, in the module you will find an icon of a welder directing the electrode

toward a workpiece: . This means “directions” or “instructions-“ giving you means

what you are going to do with the given exercises. Then a welding mascot giving you a

thumbs- up sign: . The photo gives you a signal to look for answers or responses on

the different activities in the Feedback’s page of this module.

Why don’t we start creating SPARKS in English for Academic and Professional

Purposes?

- E.J.D. Dueñas
 1

Module 1: Reading Academic Texts

Lesson 3: Let’s detect it!

(Locating the Thesis Statement)

(Illustration by: R. Bulaclac)

Welding involves repair of damage equipment. When we repair that damage, we

try to look for that damage. In short, we “detect it.”.

In academic texts, there is something to be detected. This “something,” when

correctly detected will help us understand the whole thing, because the whole thing
revolves around it. So, let’s detect it!

After this lesson I can…

locate the thesis statement of an academic text.

In the previous lesson, you were taught how to explain a text in your own words.
You were able to make the text simpler and clearer to the general public. That was
a great experience, SMAW learners, most especially, when you let the public know
in simpler terms how to ensure their health and safety when visiting your welding
laboratory.

At this time, we are proceeding to reading more academic texts, and longer
academic texts. Now, the task ahead may sound so great, but when we know the
“shortcuts” to it, we may find the activity more fun and more exciting, since we are
into developing a skill! So, let’s get started!
 2

Before we proceed, let us check if we know something about looking for

that central idea in a specific reading text by checking the appropriate
column for each statement in each number:

Yes No
1. When reading an academic text I first looked
for the sentence which tells me what the text
is all about.
2. I know that in an essay or research paper,
there is that sentence which states the main
point or claim of that essay/research paper.
3. When reading an academic text, I know how
to look for examples or evidences that
explain or develop its main point.
4. That sentence that summarizes the main
point of an essay adds excitement on my part
to read more about the essay or text.
5. When I write my own paragraph I usually
have that one sentence in which all other
ideas in my paragraph revolve

etting it up…
At this time, let’s try reading other texts which do not only focus on
welding.

Do you know why children are so inclined to learn from television,

whether for good or for bad? Because a television set is never too busy to talk to
children. It never brushes them aside. Television programming goes to
considerable lengths to attract and hold the attention of youngsters. And it
succeeds. Meanwhile, many fathers and mothers spend a minimum amount of
time and effort maintaining direct contact with their children. Then they wonder
why their children do not turn out as they would like them to.
(Adopted from Developmental Reading by Romero & Romero in Study & Thinking Skills in English Book by
WVSU)
 3

Now tell me…

1. What do you think is the text about?

____________________________________________________________

2. Is the “idea” of the essay supported by facts? If yes, what are those facts? If
not, why do you think so?

____________________________________________________________

____________________________________________________________

____________________________________________________________

(You check your answers with your teacher in Feedback- M1-L3-1.)

Did you have almost the same answers with those at the Feedback? That’s not
bad at all!

What have you noticed with the “idea” of the text?

Were the writers of the text able to support their claims? Do they have bases for
saying so?

Now, actually that general/ central statement/ claim in the text which you read a
while ago is an example of a thesis statement. Do you know what a thesis statement
is?

owering it on!

According to the Online Writing Laboratory (OWL), a thesis statement is a

short statement, usually one sentence that summarizes the claim or argument
of an essay, or of a research paper. It is developed, supported, and
explained in the text by means of examples and evidences. In a research
paper, that thesis statement is an explanation of the topic or purpose of
the said paper. If correctly stated or written, the thesis statement can allow the
reader of the essay or research paper to make predictions about what they’ve read!
 4

What then is an effective thesis?

There are various online sites that can give you notes about thesis statements,
but I found this one from https://shared.uoit.ca/ easy-to-understand. The site
provides characteristics of an effective thesis as:

1. The language is clear, and straightforward (direct).

2. It is contestable and arguable. It means: Are there two sides of the matter?
Could someone disagree? The answer should be yes.

3. It is concentrated on a focused point: not too broad and not too narrow.

4. It is complex. It means that it is not always an easy claim, hence it needs

bases, or evidences or proofs why they claim that to be so.

5. It is compelling. It means that it is so “convincing” that your readers are

very much interested to read more and see how you prove your claim.

6. It is directly connected to the prompt/question/assignment for the essay.

Now, just in case you forget what a good thesis is, just remember the 6 Cs of a
thesis- Clear, Contestable, Concentrated, Complex, Compelling, and Connected.
Perhaps you may ask, why do I need to look or know the thesis statement of an
essay or a research paper? Remember, what was said: there will be times when you
will be reading longer essays or research papers on SMAW in order to update
yourselves with what’s new in the business, and what’s new in welding.

Some of the advantages of knowing and using the thesis statement are:

1. It allows the reader to make predictions about the reading.

2. It guides the writer to stay focused on the main idea of the essay.
3. It generates thought, evidence, and analysis.
4. It provides a purpose for the essay and answers questions like:

- What am I trying to accomplish in this essay?

- What do I want to convince my reader of?

 5

ngling it right!
We have just learned about the thesis statement and its characteristics.

Given those characteristics of an effective thesis statement, let us evaluate

each of the statement below if it has those characteristics. Draw this shape
if it is a thesis statement and this shape if it is not.

Let us also justify our answer by writing our reasons in the spaces provided.

Are we set? Of course! Together, we can!

___1. Welding, chipping, wire brushing, and grinding cause sparks and flying metal.
As weld cool they can throw off slag.

Why did you answer that way?____________________________________________

_____________________________________________________________________

___2. Contact to welding smoke in the past does not increase the chances of you
getting pneumonia now.

Why did you answer that way?____________________________________________

_____________________________________________________________________

___3. Ensure that there is enough place for air to circulate to avoid contact from air
of glues, lacquers, paints, and from dust and fumes.

Why did you answer that way?____________________________________________

 6

___4. In a recent study, it was found out that the scientific evidence relating to
welding fume and asthma was not strong enough to list welding fume as a confirmed
cause of asthma.

Why did you answer that way?____________________________________________

_____________________________________________________________________

___5. Exposure to noise in the presence of welding fumes may be associated with
increased hearing loss in welders (Solano et al., 2010).

Why did you answer that way?____________________________________________

_____________________________________________________________________

(You may check your answers with your teacher at the Feedbacks Page-
M1-L3-2.)

einforcing & eeping it!

At this time, you will be provided with paragraphs. Locate the thesis
statement in each of the paragraph.

“Ibfelt et al. (2010, PMID: 20581417) conducted a prospective study in Denmark

of 5866 male welders and the incidence of cardiovascular disease compared to
expected 5-year age and calendar year-specific incidence rates. Observed incidence
rates of acute myocardial infarct (AMI), angina pectoris, and cerebral infarct were
higher in welders compared to expected rates. Statistical analyses that included
adjustment for smoking, alcohol, and hypertension medication resulted in a
significantly increasing hazard rate ratio for chronic ischaemic heart disease, but
increases for AMI, angina pectoris, and cerebral infarct that were not statistically
significant with increasing exposure to particles (evaluated using a job exposure
matrix). The authors concluded that the study results suggest that exposure to welding
particles may increase the risk of cardiovascular disease.”

Clue: What was observed by Ibfelt et al.?

 7

The use of weld bonding (i.e., a combination of resistance spot welding and
adhesive bonding) as a structural fastener is increasing in the automotive industry.
However, a series of issues needs to be addressed such as the influence of adhesive
characteristics (e.g., adhesive properties and bond line thickness) in the weld bonding
application to enhance the knowledge of this technology and reinforce its use. As part
of the development and implementation of weld bonding, the present study was
undertaken to experimentally evaluate the effects of the adhesive characteristics on
the weld quality of weld-bonded multiple steel sheets.

Clue: Why is the study undertaken?

_____________________________________________________________________________________________________

(You may check your answers with your teacher at the Feedbacks’ Page- M1-
L3-3.)

Let’s now carf it!

At this time, let us see if you can identify the thesis statement in each of
this academic text. These texts are not only about welding, they are texts
taken from different academic texts. We are doing this, so that you may be
able to understand other academic texts, which you will surely read later as
you become professional welders.

1. In some peer groups, school is regarded negatively. It is easy to understand

that students who have never done well in school, for whatever reason, may tend to
blame the school for their lack of achievement. School may be seen in a poor light in
some peer groups for other reasons, too. In their understandable zeal for
independence, adolescents may see, as a barrier, the pressures from parents, the
school, indeed from the whole community, to complete high school and perhaps go on
to college. They may see additional schooling as barring the way to an early job and
early marriage. They yearn for what they see as adult liberties, possibly without
considering the adult responsibilities that go with them- the need to earn an adequate
income in order to care for children, for example.

(Adopted from Psychology: Understanding Ourselves and Others by N. Talent and C. Spungin in Study & Thinking
Skills in English Book by WVSU)

Clue: What were the peer groups idea of school?

Thesis Statement:______________________________________________________
 8

2. Philippines as a Christian nation has been divided between the turn of the drive
of the new government to eradicate drugs and giving chance to those who are
involved in the syndicate that are rooting in the realm of the country’s unexpected
places. With the various media, news about the “alleged extrajudicial killings” are
explicitly showcased that children nowadays are exposed to. It was observed that
killings are blatantly shown in the newspaper, television and in the internet. It is the
intention of this research to explore how children were able to know and define the
“alleged extrajudicial killings” in their own understanding with the utilization of
Collaizi’s seven steps data analysis. Also, it attempts to dig down their stances in the
“alleged extrajudicial killings” as the government embattles drugs syndicate.
(Adopted from Extrajudicial Killings in the Eye of the Children by Ruel R. Parena, LPT, MPA. Retrieved at
http:// uruae.org/siteadmin/upload/8873UH0117442.pdf)

Clue: What was the intention of the study?

Thesis Statement:______________________________________________________

3. Educational researchers have found that there is a strong correlation between

reading and academic success. "Research findings in applied linguistics and reading
research consistently show a strong correlation between reading proficiency and
academic success at all ages, from the primary school right through to university
level: students who read a lot and who understand what they read usually attain good
grades” (Pretorious, 2000). An ACT news release (Aug. 17, 2005) stated, "Reading
skills are critical to a student’s success in college courses across the board... students
who don’t have adequate reading comprehension skills are likely to struggle.”
Proficient reading skills are inextricably linked to problem solving, critical thinking,
writing, researching, reasoning, and creativity. In other words, a student who is a
good reader is more likely to do well in school and pass exams than a student who is
a weak reader.
(Adopted from A Critique Of K-12 Philippine Education System by Maria Teresa F. Calderon, Ph.D.,
Arellano University, Manila, Philippines. Retrieved at http://www.ijern.com/journal/2014/October-
2014/42.pdf)

Clue: What did the researchers discover in the study?

Thesis Statement:______________________________________________________
 9

4. The logic seems so simple: more condoms, less disease, fewer teen
pregnancies. That was the rationale behind a major policy push across the country in
the early 1990s: Facing the then-fatal threat of HIV/AIDS, districts from Colorado to
California to New York introduced condom-distribution programs in schools.
According to a study published this month, over the course of just a few years, 22
districts in 12 states implemented this kind of program, affecting roughly 484
schools. In about two-thirds of the schools, kids had to go through mandatory
counseling to get the condoms. Condom access didn’t decrease the rate of teen
births, though. It seems, in fact, to have increased it. The researchers estimate that
these programs were responsible for roughly two additional births per 1,000 teens.
And this rate was significantly higher when students could get condoms without any
counseling.

(Adopted from https://www.theatlantic.com/politics/archive/2016/07/condoms-teens-

pregnancy/489626/)

Clue: What was the result of condom access on the rate of teen births?

Thesis Statement:______________________________________________________

5. Asthma arising from inhalation exposure to ‘fumes from stainless steel

welding’ is a prescribed disease under the DWP Industrial Injuries and Disablement
Benefit (IIDB) Scheme. Under The Health and Occupation Reporting (THOR)
network in Great Britain, 10 cases of occupational asthma in welders were reported
for the period, 2005-2006. Equally, under THOR, stainless steel welding fumes have
been identified as one of the most frequently suspected agents associated with
occupational asthma. Additionally, the stainless steel welding fume constituents,
chromium and nickel are known asthmagens. In direct contrast to this, it is noted that
in 1999 and 2007, HSE when assessing inhalation exposure to stainless steel 1
DRAFT welding fume as a potential cause of occupational asthma concluded that the
evidence was insufficient to conclude that it was an asthmagen. Overall, the evidence
that welding fume in general causes occupational asthma is conflicting. However,
given that occupational asthma arising from exposure to stainless steel welding is a
prescribed disease, HSE considers it inappropriate to exclude outright this potential
ill-health effect.
(Adopted from http://www.hse.gov.uk/aboutus/meetings/iacs/acts/watch/230210/watch-february-2010-
welding-annex2.pdf)

Clue: What was the decision of HSE regarding occupational asthma?

Thesis Statement:______________________________________________________

(You may check your answers with your teacher at the Feedbacks Page- M1-L3-
4.)
 10

Your thesis statement may be evaluated using this rubric:

3 2 1 Score
Clarity The language is very The language is The language is
clear and somehow not clear.
straightforward. understandable.
Contestability The statement elicits The statement The statement
various sides of a/an elicits limited points does not elicits a
point of view/ opinion. of view/opinion. dissenting opinion.
Concentration The statement The statement’s The statement
focuses on a certain focus is very broad. does not have
topic. relation to the
topic.
Complexity The statement is The statement is The statement is
based on many based on few based only on the
proofs/ evidences. proofs/ evidences. writer’s opinion/
beliefs.
Convincingness The statement allows The statement The statement
readers to go on allows readers to does not allow
reading to find out if read only some readers to go on
the writer can prove parts of the paper. reading due to the
his claim. fact that it does
not prove any
claim.
Connection The statement is The statement is The statement is
directly connected to somehow not connected to
the topic of the essay. connected to the the topic of the
topic of the essay essay.

Rating: Explanation & Recommendations:

15-18- Effective thesis statement

10-12- Consider modification of the thesis statement

10 below- Revise the thesis statement

 11

References

Arizabal, Antonio (2003). Roadmap for the Technological Upgrading of the Philippine

Iron and Steel Industry to Achieve Global Competitiveness. Paper prepared fo

r the Metals Industry Research and Development Center, Department of Scie

nce and Technology in cooperation with the Department for Trade and Indust

ry and the Philippine Iron and Steel Institute.

Calderon, M. T. F. (2014). A Critique of K to 12 Philippine Education System, 2, 10.

International Journal of Education and Research. Retrieved from http: //

www. ijern.com/journal/2014/October-2014/42.pdf.

Metals Industry Research and Development Center, Department of Science and Tech

nology. (2004). The Philippine Iron & Steel Industry, Long Product Sector: A

2003 Industry Study.

Rico- Lopez, M.G. et al. (n.d.). Study and Thinking Skills in English. Iloilo City,

Philippines: M. Malones Printing Press.

 13

Feedback (M1-L3-1)

1. The text is all about how children are more inclined to learn from watching television
although it be good or bad.
2. Yes. The claim was supported by examples like the mention of a television set which
is never too busy to talk to children, television programs that go to considerable
lengths to attract and hold the attention of youngsters, and the many fathers and
mothers who spend a minimum amount of time and effort maintaining direct contact
with their children

Feedback (M1-L3-2)

1. The statement is not a thesis statement. The sentence is just an information

about the processes in welding that cause sparks and flying metal. It is not
contestable and arguable; it does not call for argument, because the statement is
already a fact; it is not complex and not one which can lead to larger significance or
impact.

2. The statement is a thesis statement. It is arguable, because there are studies that
state that pneumonia is a disease that welders suffer because of their exposure to
welding gases and fumes. The statement also has the characteristics of thesis
statements such as: the language is clear; the idea is concentrated on a focused
point; it is complex as it may lead to more researches/studies; it is compelling, as it
interests welders on how to avoid such disease.

3. The statement is not a thesis statement. The sentence is just an information

about the need for adequate ventilation in welding, so as to avoid exposure to
hazardous/ dangerous vapors. It is not contestable and arguable; it does not call for
argument, because the statement is already a fact; it is not complex and not one
which can lead to larger significance or impact.

4. The statement is a thesis statement. It is arguable, because there are studies that
state that since welders are exposed to gases and fumes, they are prone to
respiratory diseases like asthma. The statement also has the characteristics of thesis
statements such as: the language is clear; the idea is concentrated on a focused
point; it is complex as it may lead to more researches/studies; it is compelling, as it
interests welders on how to avoid such disease.

5. The statement is a thesis statement. It is arguable, because there are studies that
state that since welders are exposed to noise during welding, ideas on how it could
be minimized should be dealt with by the companies and the government. The
statement also has the characteristics of thesis statements such as: the language is
clear; the idea is concentrated on a focused point; it is complex as it may lead to
more researches and studies; it is compelling, as it interests welders on how to
minimize the effect of noise in welding.
 14

Feedback (M1-L3-3)

1. Thesis statement: Observed incidence rates of acute myocardial infarct (AMI),

angina pectoris, and cerebral infarct were higher in welders compared to
expected rates.

2. Thesis statement: The present study was undertaken to experimentally evaluate

the effects of the adhesive characteristics on the weld quality of well- bonded
multiple steel sheets.

Feedback (M1-L3-4)

1. In some peer groups, school is regarded negatively.

2. It is the intention of this research to explore how children were able to know and
define the “alleged extrajudicial killings” in their own understanding with the
utilization of Collaizi’s seven steps data analysis.

3. Educational researchers have found that there is a strong correlation between

reading and academic success.

4. Condom access didn’t decrease the rate of teen births, though.

5. Asthma arising from inhalation exposure to ‘fumes from stainless steel welding’ is
a prescribed disease under the DWP Industrial Injuries and Disablement Benefit
(IIDB) Scheme.
 Daily Lesson Log School: MAAYON NATIONAL HIGH SCHOOL Grade Level: Grade 11
Teacher: Edwin Jason D. Dueňas, PhD Learning Area: English for Academic & Professional Purposes
Teaching Date & Time: (Good for 3 days) Quarter: First

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objective, necessary procedures must be followed
and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment Strategies. Valuing objectives supports the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner acquires knowledge of appropriate reading strategies for a better understanding of academic texts.

B. Performance Standards The learner produces a detailed abstract of information gathered from the various academic texts read.

C. Learning Competences/ Objectives

Write the LC Code for each. The learner states the The learner states the The learner states the
thesis statement of an thesis statement of an thesis statement of an
academic text. academic text. academic text.

CS_EN11/12A-EAPP- CS_EN11/12A-EAPP- CS_EN11/12A-EAPP-

Ia-c-6 Ia-c-6 Ia-c-6

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be
tackled in a week or two.
Locating the Thesis
Statement in the Text

III. LEARNING RESOURCES List the materials to be used in different ways. Varied sources of materials sustain children’s interest in the lesson and in learning.
Ensure that there is a mix of concrete and manipulative materials as well as paper- based materials. Hands- on learning promotes
concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages 10,19,20,21,22
 4. Additional Materials from
Learning Resource (L-R)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
SPARKS in EAPP:
A Learning Module in
English for Academic
& Professional
Purposes for Grade 11
Students of Shielded
Metal Arc Welding
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice their learning question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
Refer to the Review about the Review about the
Introduction part of lesson. Refer to the lesson. Refer to the
the lesson in the “Powering it on” part “Powering it on” part
module. of the module. of the module.
Refer to the Pre-test in
the form of a five-
item survey test in the
module.
C. Presenting examples/ Refer to the “Setting it
instances of the new lesson up” part of the
module.

Check learners’
answers with the
Feedback’s page at
Feedback-M1-L3-1.

D. Discussing new concepts and Refer to the “Powering

practicing new skills # 1 it on” part of the
module.

E. Discussing new concepts and

practicing new skills # 2

F. Developing Mastery Refer to the “Angling it

(Leads to Formative right” part of the
Assessment 3) module.

Check students’
answers at the
Feedback’s page in M1-
L3-2.

G. Finding practical Have students

applications of concepts and understand that thesis
skills in daily living statements are helpful
in understanding
abstracts of research
papers. Provide them
with sample abstracts,
or you may proceed to
 the “Reinforcing &
Keeping it” part of the
module.

Check students’
answers at the
Feedback’s page in M1-
L3-3.
H. Making generalizations and Have the students
abstractions about the lesson generalize on the cues
they use in order to
locate the thesis
statement in the
paragraph. Let them
recall about the
characteristics of
effective thesis
statements.
I. Evaluating learning Refer to “Scarf it” part
of the module.

Check students’
answers at the
Feedback’s page in M1-
L3-4.
J. Additional activities for Upon determining that
application or remediation there are some students
who may need
remediation, the teacher
may use texts in the
learners’ textbook:
EAPP READER. The
teacher may use reading
texts in the following
pages: 10,19,20,21,22
V. REMARKS English for Academic & Professional Purposes is a subject taken only for four (4) times a week with one (1) hour per
meeting. Friday is a non- meeting day with the class, but utilized for rehearsals/ culminating activities.
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else
needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require additional
activities for remediation

C. Did the remedial lessons work? No. of

learners who have caught up with the
have caught up with the lesson

D. No. of learners who continue to

require remediation
E. Which of my teaching strategies
worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovation or localized

materials did I use/ discover which I
wish to share with other teachers?