Introduction to

ENGLISH FOR ACADEMIC &

PROFESSIONAL PURPOSES
CASTILLANO, SAMMY G.
FULGENCIO, JOHN RENZO SF.
12 GENEROUS
 SUBJECT OVERVIEW
English for Academic and Professional Purposes (EAPP) is a two quarter / 80 hours
program for native and non-native speakers of English that gives students additional time to
focus on critical reading, reasoning, writing, and research skills. Emphasis is placed on
developing communication skills in preparation for academic and professional interactions. This
subject was intended for Senior High School Students.
ENGLISH FOR ACADEMIC & PROFESSIONAL PURPOSES 2
SUBJECT OVERVIEW
The English for Academic & Professional
Purposes is a course of Department of
Education that is designed to help students
develop the necessary skills required for
academic success in a specific Senior High
School Strand. The course is intensive in
nature and requires a lot of work on the
students’ part.
Students not only develop their overall
language skills, but also focus on developing
specific academic skills such as note taking,
academic writing and reading, and individual
presentations and group discussions.
ENGLISH FOR ACADEMIC & PROFESSIONAL PURPOSES 3
 SUBJECT OVERVIEW
EAPP (English for Academic & Professional
Purposes) is a Contextualized Subject.
Every student has to Contextualized
Subjects, which ensure that all students will have
the same competencies as every other student.
These Contextualized Subjects, however, do not
all have the same content. The content depends
on which Track a particular student chooses.
There are 7 Contextualized Subjects,
which also each takes 80 hours to complete.

ENGLISH FOR ACADEMIC & PROFESSIONAL PURPOSES 4

 Aims to Develop

LISTENING / SPEAKING
These courses develop academic
listening and speaking skills for advanced
level students specially the Senior High
School Students.
Learner outcomes include general
academic vocabulary development, listening
skill improvement in an academic setting,
development of effective note-taking skills, and
improved academic discussion and
presentation skills.

ENGLISH FOR ACADEMIC & PROFESSIONAL PURPOSES 5

 Aims to Develop

READING / WRITING SKILLS

Students learn and develop the skills for
their upcoming university and college content
courses.
Learner outcomes include academic
vocabulary development, improvement in reading
and comprehension of university textbook
materials, short stories, magazine articles, and
on-line/library materials, and development of
academic essay and research paper writing skills.

ENGLISH FOR ACADEMIC & PROFESSIONAL PURPOSES 6

 Aims to Develop

VOCABULARY
It also develop vocabulary skills of the
Senior High School students.
This course helps the students to be
familiar in rarely used words. It also serves as
a useful and fundamental tool for
communication and acquiring knowledge.
Acquiring an extensive vocabulary is
one of the largest challenges in learning a
second language.

ENGLISH FOR ACADEMIC & PROFESSIONAL PURPOSES 7

 Aims to Develop

PRESENTATION SKILLS
Presenting information clearly and
effectively is a key skill in getting your message
across. Today, presentation skills are required in
almost every field, and most of us are required
to give presentations on occasions. While some
people take this in their stride, others find it
much more challenging.
It is, however, possible to improve your
presentation skills with a bit of work. This is what
EAPP aims for.

ENGLISH FOR ACADEMIC & PROFESSIONAL PURPOSES 8

 These are the tracks / strands that take English for Academic &
Professional Purposes in Senior High School.

TRACKS /
STRAND THAT
NEED TO TAKE ABM (Accountancy, Business & HE (Home Economics Strand)
ENGLISH FOR Management Strand)
HUMMS (Humanities & Social
ICT (Information & Communications
Technology Strand)
ACADEMIC & Sciences Strand) IA (Industrial Arts Strand)
STEM (Science, Technology, AFA (Agri – Fishery Arts Strand)
PROFESSIONAL Engineering & Mathematics Strand)
GAS (General Academic Strand)
PURPOSES
SUBJECT

ARTS & DESIGN SPORTS

ENGLISH FOR ACADEMIC & PROFESSIONAL PURPOSES 9

 QUARTER I LESSONS
CONTENT
READING ACADEMIC TEXTS
Weeks 1 to 3
STANDARD
CONTENT
The learner acquires knowledge of
appropriate reading strategies for a better principles and uses of a reaction paper/
understanding of academic texts .
PERFORMANCE
STANDARD
The learner produces a detailed
abstract of information gathered from the assessment of an event, a person, a place
various academic texts read.
The learner determines the
structure of a specific academic text,
COMPETENCIES
differentiates language used in academic
LEAARNING
texts from various disciplines, explains the
specific ideas contained in various
academic texts, uses knowledge of text
structure to glean the information he/she
needs, uses various techniques in
summarizing a variety of academic texts,
states
WRITING THE REACTION PAPER /
WRITING CONCEPT PAPER
REVIEW / CRITIQUE
Weeks 4 to 6 Weeks 7 to 10
The learner understands the
The learner understands the
principles and uses of a concept paper.
review/ critique.
The learner produces an objective
The learner produces a well-balanced
concept paper in a specific discipline.
or a thing.
The learner forms opinions based on The learner defines what a concept
facts, cites specific sources to support paper is, determines the ways a writer
can elucidate on a concept by definition,
claims, presents ideas convincingly, uses
the appropriate language for a specific explication and clarification, identifies
discipline, raises legitimate, contrary situations in which a concept paper may
views in an appropriate manner, uses be effectively used to improve our
appropriate critical approaches* in society, comprehends various kinds of
concept papers and presents a novel
writing a critique such as formalism,
concept or project with accompanying
feminism, etc., applies the principles of
writing visuals/ graphic aids. 10
QUARTER I LESSONS
paraphrases/ explains a text using one’s
COMPETENCIES

own words, outlines reading texts in writing effective review and critiques, and
LEAARNING

various disciplines, summarizes the writes an objective/balanced review or

content of an academic text, and writes a critique of a work of art, an event or a
précis/abstract/summary of texts in the program.
various disciplines .

ENGLISH FOR ACADEMIC & PROFESSIONAL PURPOSES 11

 QUARTER II LESSONS
CONTENT

WRITING THE REPORT SURVEY / FIELD REPORT /

WRITING THE POSITION PAPPER
LABORATORY / SCIENTFIC TECHNICAL REPORT
Weeks 11 to 14 Weeks 15 to 20
STANDARD
CONTENT

The learner understands the principles and uses of a The learner understands the principles and uses of
position paper. surveys, experiments and scientific observations.
PERFORMANCE

The learner presents a convincing position paper based

STANDARD

on properly cited factual evidence and produces an insightful

The learner produces a well-written report for various
statement of principles and reasons for establishing a student
disciplines.
organization, coming up with a group exhibit of creative works,
etc.
The learner determines the objectives and structures of
COMPETENCIES

The learner defines what a position paper is, identifies various kinds of reports, designs, tests and revises survey
LEAARNING

situations in which a position paper may be effectively used in questionnaires, conducts surveys, experiments or
our present society, gathers manifestoes and analyzes the observations, gathers information from surveys, experiments,
arguments used by the writer/s, defends a stand on an issue by or observations, disseminates written forms of information
presenting reasonable arguments supported by properly cited from surveys, experiments or observations, summarizes
factual evidences and writes various kinds of position paper. findings and executes the report through narrative and
visual/graphic forms, and writes various reports.
12
THANK YOU!!!