Notre Dame of Bongao

BONGAO, TAWI-TAWI
Tel. Nos.: JHS-(068) 268-1266 / SHS-(068) 268-1047
CP No.: (+63) 995-844-0888
E-mail Address: [email protected]
“Discipline Action Real Engagement” “

FLEXIBLE INSTRUCTIONAL DELIVERY PLAN – School Year 2024-2025

Subject Title: English for Academic and Professional Purposes Grade: 12 Set: 2nd Quarter: 1st
Type: Applied Subject Semester: 1st Semester
Pre-requisites: No. of Hours: 80 hours
Specialized Subject Description: The development of communication skills in English for academic and professional purposes.
Culminating Performance Standard: The learner should be able to create and conduct surveys and observations to gather information in an academic text.
What to Teach Why Teach How to Assess How to Teach
Highest Enabling Strategy to
LEARNING COMPETENCIES
Use in the Developing the
Highest Thinking Skill to Assess
Highest Thinking Skill to

KUD classification

KUD classification
Assess
Content Most Essential Performance
Content Flexible
Standard Topics Standards Most Essential
Complete Assessment Enabling Flexible
Competencies
RBT Level Activities (FAA) General Teaching
Performance Strategy Strategies
Checks
Reading The learner: Language used in The learner: The learner:
Academic academic text
Texts Acquires 1. determines the
knowledge of produces a structure of a Differentiates
Developing appropriate detailed abstract of specific K language used in U Analyzing Venn it out: Communication Brainstormi
Your reading strategies information academic text. academic texts from distinguishing ng (Think-
Vocabulary for a better gathered from the various disciplines. similarities and Pair-Share)
understanding of various academic 2. differentiates differences of
academic texts. texts read. language used the language
in academic U used in various
Academic texts from academic texts. Individual
Texts, Context various practices:
Clues, Word disciplines. Information
Structures al Text
3. explains the Structure
specific ideas
contained in U
various

1
 academic texts. Discussion

Generating
Determining Text structure of 4. uses knowledge Situational
the Author’s Academic Text of text U Questions
Purpose and structure to U Uses knowledge of
Intended glean the text structure to glean
Audience information the information Digital
he/she needs. he/she needs towards Lesson
Identifying the learning on the thesis Context
Author’s Tone Thesis Statement 5. States the statement and vice
and Point of thesis U versa.
View statement of an
academic text.
U Applying 3 in 1 Graphic Connections Guided
Week 4 Techniques in 6. Uses various Uses various Organizer Practice
Facts, Summarizing techniques in techniques in Activity
Opinions, and Academic Text summarizing a U summarizing a
Incorrect variety of variety of academic
Information academic texts. texts
Fallacies in 7. Summarizes the D Creating Create an Problem Solving
Reasoning content of an U outline of a text
academic text. which
summarizes the
Week 5 8. Paraphrases/ main topic and
Evaluating the explains a text D subtopic
Author’s Outlines Reading using one’s own D
Arguments Text words
Individual
9. outlines U writing:
Outlines reading
reading texts Outlining
texts in various Academic
in various disciplines. Text
disciplines
D Lecture
10. Writes a
précis/abstract/
summary of
texts in the
various
disciplines.

2
Writing the
Reaction The learner Critical The learner The learner
approaches in D Creating Writing a Problem Solving
Paper/Revie
understands the writing the Produces an 1. Forms critique paper Instructional
w/ Critique D of a work of art, Video and
principles and reaction objective opinions Guided
based on an event or
uses of a paper/review assessment of an Practices
program
reaction paper/ critique event, a person, facts.
review/ critique a place or a 2. Cites specific (formalism,
sources to Lecture
thing. writes a K feminism,
Write an objectives
comprehensive support Marxism reader
balanced review or
review /reaction claims. critique of a work of response
paper 3. Presents ideas art, an event or approaches)
convincingly. D program using
 Performance 4. Uses the appropriate critical
Arts, Play, Dance, appropriate approaches such as
Sports, etc. language for a formalism, feminism
U etc.
 Film specific
 Participation in discipline.
a religious or 5. Raises
community legitimate,
festival contrary views U
 Art Exhibit in an
appropriate
manner.
Critiques designs 6. Uses
such as industrial appropriate
design objects or critical
U
craft objects, approaches*
furniture, fashion in writing a
designs based on critique such
a set criteria as formalism,
critiques graphic feminism, etc.
design 7. Applies the
communication principles of D
materials such as writing
posters, effective
billboards, reviews and
commercials, critiques.

3
 digital and other 8. Writes an D
media. objective/bala
Writing nced review
Concept Paper The learner Ways a writer The learner or critique of a
can elucidate work of art, an
understands the on a concept produces a well- event or a
principles and balanced concept program.
uses of a paper in a
concept paper specific discipline K

Kind of
1. Define what a K
Concept paper Lecture
concept paper
is. HOTS
Questions
2. Determines U Analyzing
the ways a
writer can Communication
elucidate on a K
concept by
definition,
explication Determines the
and ways a writer can
clarification. elucidate on a
concept by
Understanding Venn Diagram Representation Graphic
definition,
Organizer
explication and Making
clarification.

Compare and
Contrast different
kinds of concept
paper

Set: Quarter:

4
PERFORMANCE TASK:

You are chosen as the representative of the Philippines for an international English Youth Camp. You feel really privileged and honored to represent your country because you will be
interacting with many people from other Southeast Asian countries. However, in line with the preparation before attending the camp, you are tasked by your English teacher to write a 500-
word, five paragraph essays on how to expand one’s vocabulary. This essay should help other learners of different nationalities to increase their vocabulary in English so that they can improve
their fluency in this language.

The first paragraph should serve as the introduction, containing the main point or thesis statement of your whole essay. The second, third and fourth paragraphs should contain the
development of your supporting details, or steps on how to improve one’s vocabulary. The last paragraph should include your main point and all the supporting details that you have discussed
in the previous paragraphs. You should write as if you are writing to English language learners like yourself.

Your essay should include 15 of the words in your notecards, five prefixes, five suffixes, and five root words from the list given (25 words in all) highlight these words in your document.
Use 12 font-sized, Times New Roman in your document, with the lines double-spaced. Print your document on a letter size bond paper and submit it to your teacher. Overall, your essay should
clear, coherent and organized.

RUBRICS:

DIMENSION LEVEL 3 (5) LEVEL 2 (3) LEVEL 2 (1) SCORE

CONTENT Addresses the topic very Addresses the topic fairly Addresses the topic poorly, very
satisfactorily limited
ORGANIZATION Organizes ideas somewhat Organizes ideas little logically Organizes ideas with no logic nor
logically and precisely lacking in precision precision
MECHANICS Observe correct spelling, Observe correct spelling, Never observe correct spelling,
punctuation, grammar and punctuation, grammar and punctuation marks, grammar and
sentence structure sentence structure sometimes sentence structure
COHERENCE The message is very clear Not so clear Can’t understand some
statement

Prepared by: Checked By: Approved by:

MRS.ROHILMINA B. PINGAY-HOVER MR.REYNAND D. FERNANDO,LPT MRS. AMELIA N. FUTALAN

(Subject Teacher) (Assistant to Academic Matters) ( Principal)

Date submitted: July 26, 2024