K to 12 BASIC EDUCATION CURRICULUM

GRADE 12
(English for Academic and Professional Purposes)

CONTENT CONTENT PERFORMANCE LEARNING CODE MATERIALS

STANDARD STANDARD COMPETENCIES
Quarter I
The learner The learner The learner
1. determines the structure
of a specific academic CS_EN11/12A-EAPP-
Reading and writing acquires knowledge of produces a detailed abstract text Ia-c-1 English for
strategies for academic appropriate reading of information gathered 2. differentiates language Academic and
and professional texts strategies for a better from the various academic used in academic texts Professional
understanding of texts read from various disciplines CS_EN11/12A-EAPP- Purposes
academic texts 3. explains the specific Ia-c-2 Unit 2
ideas contained in pp. 18-30
various academic texts CS_EN11/12A-EAPP-
4. uses knowledge of text Ia-c-3
structure to glean the
information he/she
needs
5. uses various techniques CS_EN11/12A-EAPP-
in summarizing a Ia-c-4
variety of academic
texts CS_EN11/12A-EAPP-
6. states the thesis Ia-c-5
statement of an
academic text
7. paraphrases/ explains a CS_EN11/12A-EAPP-
text using one’s own Ia-c-6
words

The learner The learner
produces an objective
Writing the reaction understands the assessment of an event, a
paper/review/critique principles and uses of a person, a place or a thing.
reaction paper/ review/
critique writes a comprehensive
review /reaction paper
- Performance Arts,
Play, Dance, Sports,
etc.
- Film
- Participation in a
religious or
community festival
- Art Exhibit
critiques design such as
industrial design objects or
craft objects, furniture,
8. outlines reading texts in CS_EN11/12A-EAPP-
various disciplines Ia-c-7
9. summarizes the content
of an academic text
10. writes a CS_EN11/12A-EAPP-
précis/abstract/summar Ia-c-8
y of texts in the various
disciplines
CS_EN11/12A-EAPP-
Ia-c-9
CS_EN11/12A-EAPP-
Ia-c-10
The learner
1. forms opinions CS_EN11/12A-EAPP-
based on facts Id-f-11 English for
2. cites specific sources Academic and
to support claims CS_EN11/12A-EAPP- Professional
3. presents ideas Id-f-12 Purposes
convincingly Unit 3
4. uses the appropriate CS_EN11/12A-EAPP- pp. 46-49
language for a Id-f-13
specific discipline
5. raises legitimate, CS_EN11/12A-EAPP-
contrary views in an Id-f-14
appropriate manner
6. uses appropriate
critical approaches CS_EN11/12A-EAPP-
in writing a critique Id-f-15
such as formalism,
feminism, etc.
7. applies the CS_EN11/12A-EAPP-
 fashion designs based on
set criteria
critiques graphic design
communication materials
such as posters, billboards,
commercials, digital and
principles of writing Id-f-16
effective reviews
and critiques
8. writes an
objective/balanced
review or critique of CS_EN11/12A-EAPP-
a work of art, an Id-f-17
event or a program

CS_EN11/12A-EAPP-
Id-f-18

The learner The learner The learner

1. defines what a CS_EN11/12A-EAPP- English for
Writing the concept understands the produces a well-balanced concept paper is Ig-j-19 Academic and
paper principles and uses of a concept paper in a specific 2. determines the ways Professional
concept paper discipline a writer can CS_EN11/12A-EAPP- Purposes
elucidate on a Ig-j-20 Unit 4
concept by pp.56-59
definition,
explication and
clarification
3. identifies situations CS_EN11/12A-EAPP-
in which a concept Ig-j-21
paper may be
effectively used to
improve our society
4. comprehends
various kinds of CS_EN11/12A-EAPP-
concept papers Ig-j-22
5. explains and
clarifies concepts in
 fields such as: CS_EN11/12A-EAPP-
a. Art Ig-j-23

b. Business
CS_EN11/12A-EAPP-
c. Law Ig-j-23.1
CS_EN11/12A-EAPP-
d. Philosophy Ig-j-23.2
CS_EN11/12A-EAPP-
e. Politics Ig-j-23.3
CS_EN11/12A-EAPP-
f. Religion Ig-j-23.4
CS_EN11/12A-EAPP-
g. Science Ig-j-23.5
CS_EN11/12A-EAPP-
h. Sports Ig-j-23.6
CS_EN11/12A-EAPP-
i. TechVoc Ig-j-23.7
CS_EN11/12A-EAPP-
Home Economics Ig-j-23.8
CS_EN11/12A-EAPP-
Agri. fishery Ig-j-23.9
CS_EN11/12A-EAPP-
I.A Ig-j-23.10
CS_EN11/12A-EAPP-
ICT Ig-j-23.11
CS_EN11/12A-EAPP-
6. presents a novel Ig-j-23.12
concept or project CS_EN11/12A-EAPP-
with accompanying Ig-j-23.13
visuals/ graphic aids
CS_EN11/12A-EAPP-
Ig-j-24
Quarter II The learner… The learner…
Writing the Position understands the presents a convincing
Paper principles and uses of a position paper based on
position paper properly cited factual
evidence produces an
insightful statement of
principles and reasons for
establishing a student
organization, coming up
with a group exhibit of
creative works, etc.
The learner…
1. defines what a CS_EN11/12A-EAPP- English for
position paper is IIa-d-1 Academic and
2. identifies situations Professional
in which a position CS_EN11/12A-EAPP- Purposes
paper may be IIa-d-2 Unit 5
effectively used in pp. 56-59
our present society
3. gathers manifestoes
and analyzes the
arguments used by
the writer/s CS_EN11/12A-EAPP-
4. defends a stand on IIa-d-3
an issue by
presenting
reasonable
arguments supported CS_EN11/12A-EAPP-
by properlycited IIa-d-4
factual evidences
5. writes various kinds
of position papers

CS_EN11/12A-EAPP-
IIa-d-5
The learner… The learner… The learner…
1. determines the CS_EN11/12A-EAPP-
Writing Technical understands the produces a well-written objectives and IIe-j-6 English for
Reports principles and uses of report for various structures of various Academic and
surveys, experiments disciplines kinds of reports Professional
and scientific 2. designs, tests and Purposes
observations revises survey CS_EN11/12A-EAPP- Unit 6
questionnaires IIe-j-7 pp. 84-95
3. conducts surveys,
experiments or
observations CS_EN11/12A-EAPP-
4. gathers information IIe-j-8
from surveys,
experiments, or
observations CS_EN11/12A-EAPP-
5. disseminates written IIe-j-9
forms of information
from surveys,
experiments or
observations CS_EN11/12A-EAPP-
6. summarizes findings IIe-j-10
and executes the
report through
narrative and
visual/graphic forms
7. writes various CS_EN11/12A-EAPP-
reports IIe-j-11

CS_EN11/12A-EAPP-
IIe-j-12
 PERFORMANCE TASKS
QUARTER 1
Goal To formulate an abstract for a presentation in class that documents an experiment or activity relevant in your field.

Role A specialist in the field

Audience Those who are knowledgeable in the chosen area of specialization.

Situation The work is a potential submission for a presentation in another country that deals with problems, issues, and trends in the students’ discipline/
area of specialization.

Product The abstract to be produced needs to indicate the importance of an experiment or activity in your area of specialization as well as the objective/s
methods employed in the meeting the objective/s. It also needs to highlight the problems that exist in the area of specialization and to outline the
current debates concerning the problem. Lastly, the output should also tentatively phrase initial conclusions from your activity.

Standards for The abstract should contain and observe:

Success 1. The main points of your investigation
2. Effective synthesis of resources using citations and note-taking techniques
3. Description of your methods
4. Possible conclusions drawn from the work

Category 4=100%
Writing an Abstract The student can
effectively communicate
the ideas in his/her précis
or abstract through
effective use of note
taking techniques.
Effective Note-taking The student can
Techniques effectively apply note-
taking techniques and is
able to correctly get at
least 86-100% of the
items.
Content Accuracy All information (86-
100%) to support the main
thesis is accurate and
requirements of the
assignment have been
met.
Style/ Language Use Observes effective
complex/ simple
constructions throughout
the piece and adheres to
the language demands of
the projected audience.
Rubric for Abstract
3=85%
The student can
satisfactorily
communicate the ideas in
his/ her précis or abstract
though there are some
instances of
misinterpretation/ misuse
of note-taking techniques.
The student can
satisfactorily apply note-
taking techniques and is
able to correctly get at
least 76-85% of the items.
All information (74-85%)
to support the main thesis
is accurate and
requirements of the
assignment are adequately
met.
Observes effective
complex/ simple
constructions in majority
of the piece with few
minor lapses (about 3-5)
in some sentences and
2=75%
The student can fairly
communicate the ideas in
his/her précis or abstract.
However, certain part of
the output does not seem
to have undergone proper
note-taking techniques.
The student can fairly
apply note-taking
techniques and is able to
correctly get at least 51-
75% of the items.
All information (51-75%)
to support the main thesis
is accurate and
requirements of the
assignment are adequately
met.
Observes effective
complex/ simple
constructions in majority
of the piece with few
minor lapses (about 6-10)
in several sentences and
1=50%
The student cannot
communicate the ideas in
his/her précis or abstract.
Moreover, several
instances of plagiarism are
observed.
The student cannot apply
note-taking techniques
and is able to correctly get
at least 50% of the items.
All information (50%) to
support the main thesis is
accurate and requirements
of the assignment are
inadequately met
Observes effective
complex/ simple
constructions in majority
of the piece with few
several lapses (more than
10) in sentences; it
 generally adheres to the
language demands of the
projected audience.
Organization All paragraphs and Occasional lapses (about
sentences are logically 3-5) in logical structuring
structured and employ of ideas in paragraphs and
appropriate transitional sentences.
devices and signposting
strategies.
Mechanics and Grammar Punctuation and Few lapses in punctuation
mechanics are adequately and mechanics (about 3-5)
employed. are observed but do not
cause misunderstanding of
the text.
generally adheres to the
language demands of the
projected audience.
Choppy constructions
(about 6-10) and loose
logical structuring of ideas
in paragraphs and
sentences.
Some lapses in
punctuation and
mechanics (about 6-10)
are observed and cause
misunderstanding in
certain sections of the
text.
generally does not address
the demands of the
projected audience.
No logical structuring of
ideas is observed in the
work.
Major lapses (more than
10) in punctuation and
mechanics are observed
and impede understanding
of the text.
Goal To write an 800-1000-word critique of an event or object relevant to your area of specialization. The critique should
provide not only essential features of the aforementioned topics but a balanced evaluation as well.
Role An expert that has experience attending the event or using the gadget.
Audience People interested in the event or object and have general knowledge of the topic.
Situation Similar to journalistic writing pieces in magazines, the critique should be framed for the purpose of providing
information for those interested in the event or gadget.
Product The critique needs to be developed for the purpose of informing the audience as regards the salient features of the
event or gadget. It should present a balanced evaluation of the topic and specifically highlight the positive features as
well as those that require improvement. Lastly, the critique should also note possible caveats or required knowledge
to fully appreciate the event or gadget.
Standards for The critique should contain:
Success - Salient features of all event or gadget.
- Strengths and weaknesses of the event or gadget
- Possible caveats and knowledge needed to fully appreciate the event or gadget.

Rubric for writing Critique

Category
Producing an objective
assessment of an object,
person, place, or event
Producing a review/
reaction paper
4= 100%
The student can
effectively produce a
critique borne out of facts
and is able to correctly get
at least 86-100% of the
items.
The student can
effectively apply different
rhetorical modes in the
3=85%
The student can
satisfactorily produce a
critique borne out of facts
and is able to correctly get
at least 76-85% of the
items.
The student can
satisfactorily apply
different rhetorical modes
2=75%
The student can fairly
produce a critique borne
out of facts and is able to
correctly get at least 51-
75% of the items.
The student can fairly
apply different rhetorical
modes in the critique and
1=50%
The student cannot
produce a critique borne
out of facts and is able to
correctly get at least 50%
or below of the items.
The student cannot apply
different rhetorical modes
in the critique and is able
 critique and is able to in the critique and is able is able to correctly get at to correctly get at least
correctly get at least 86-to correctly get at least 76- least 51-75% of the items. 50% or below of the
100% of the items. 85% of the items. items.
Critiquing designs The student can The student can The student can fairly The student cannot
adequately produce a satisfactorily produce a produce a critique that produce a critique that
critique that creates critique that creates creates opportunities for creates opportunities for
opportunities for opportunities for knowledge production and knowledge production and
knowledge production and knowledge production and is able to get at least 51- is able to get only 50% or
is able to get at least 86-
is able to get at least 76- 75% of the items. below of the items.
100% of the items. 85% of the items.
Critiquing graphic design The student can formulate The student can The student can fairly The student cannot
materials critical questions in satisfactorily formulate formulate critical formulate critical
writing the critique and is
critical questions in questions in writing the questions in writing the
able to get at least 86- writing the critique and is critique and is able to get critique and is able to get
100% of the items. able to get at least 76-85% at least 51-75% of the only 50% or below of the
of the items. items items.
Critique The requirements of the Almost all of the The assignment fairly There are several lapses
assignment are adequately requirements of the meet the requirements set (10 or more) in the
met in terms of content, assignment are met with several lapses/ errors assignment in terms of
organization, language, occasional errors/lapses (6-9) in content, content, organization,
and grammar/ mechanics. (3-5) in content, organization, language language use, grammar/
organization, language use, and mechanics and may
use, and grammar/ grammar/mechanics. require rewriting.
mechanics.
Goal To write a paper for oral presentation. The paper should delve on a concept’s history, development, and impact in
the students’ selected field of specialization.
Role An expert who is knowledgeable about the selected concept in the discipline.
Audience People interested in the event or object and have general knowledge of the topic.
Situation Similar to writing an abstract/ precis in the second learning guide, the concept paper should be fit for the
conventions of a national/ international presentation.
Product The concept paper to be developed needs to provide a balanced take on the history, development, and impact of a
concept in the student’s field of specialization.
Standards for The concept paper should contain:
Success - History, development, and impact of the concept in the student’s field of specialization
- Employment of rhetorical patterns in actualizing the different aspects of the concept.

Rubric for Concept Paper

Category
Preparing a concept paper
Applying rhetorical modes in
presenting concepts
Concept Paper
4=100%
The student can prepare an
excellent concept paper that is
relevant in one’s field of
specialization and is able to
correctly get at least 86-100%
of the items.
The student can effectively
apply different rhetorical
modes in elucidating on a
concept and is able to correctly
get at least 86-100% of the
items.
The requirements of the
concept paper are adequately
met in terms of content,
organization, language use,
3=85%
The student can prepare a
satisfactory concept paper that
is relevant in one’s field of
specialization and is able to
correctly get at least 76-85%
of the items.
The student can satisfactorily
apply different rhetorical
modes in elucidating on a
concept and is able to correctly
get at least 76-85% of the
items
Almost all of the requirements
of the concept paper are met
with occasional errors/lapses
(3-5) in content, organization,
2=75%
The student can prepare a fair
concept paper that is relevant
in one’s field of specialization
and is able to correctly get at
least 51-75% of the items.
The student can fairly apply
different rhetorical modes in
elucidating on a concept and is
able to correctly get at least
51-75% of the items
The concept paper fairly meets
the requirements set with
several lapses/ errors (6-9) in
content, organization,
1=50%
The student cannot prepare an
excellent concept paper that is
relevant in one’s field of
specialization and is able to
correctly get at least 50% or
below of the items.
The student cannot apply
different rhetorical modes in
elucidating on a concept and is
able to correctly get at least
50% or below of the items.
There are several lapses (10 or
more) in the concept paper in
terms of organization,
language use, and grammar/
 and grammar/ mechanics.
Content Accuracy All information to support the
main thesis of the concept
paper is presented and
effectively defines the concept
relevant in student’s field of
specialization.
language use, and grammar/
mechanics
Almost all information (3-5
inaccuracies are observed) to
support the main thesis of the
concept paper is presented and
effectively defines the concept
relevant in student’s field of
specialization.
language use, and grammar/
mechanics
Some information (6-10
inaccuracies are observed) to
support the main thesis of the
concept paper is presented and
effectively defines the concept
relevant in student’s field of
specialization.
mechanics, and may be require
rewriting
There are several inaccuracies
(more than 10 are observed) in
the information provided in the
concept paper and the
requirements of the
assignment are inadequately
met.
Goal To prepare a technical report and present it in a forum
Role An expert tasked to address a specific problem in area of specialization.
Audience Fellow experts processing knowledge in the field of specialization.
Situation An international committee has organized a conference in soliciting technical reports that deal with a specific
problem in the discipline
Product The expected product performance is a technical report and oral presentation in a forum.
Standards for The technical report should contain:
Success - General objective and specific research questions
- Sound data collection and analysis methods
- Adequate results and discussion

Category 4=100% 3=85% 2=75% 1=50%

Using data collection methods
for a technical report
Using a technical report to
address different community
problems
Using different semiotic
resources in preparing a
technical report
The student excellently uses
rigorous methods of data
collection in his/ her technical
report and is able to get at least
86-100% of the items.
The student shares excellently
prepared technical report that
addresses different community
problems and is able to get at
least 86-100% of the items.
The student effectively uses
nonprose texts in his/her
technical report with accurate
interpretations.
The student can prepare a
satisfactory concept paper that
is relevant in one’s field of
specialization and is able to
correctly get at least 76-85%
of the items.
The student can satisfactorily
apply different rhetorical
modes in elucidating on a
concept and is able to correctly
get at least 76-85% of the
items
Almost all of the requirements
of the concept paper are met
with occasional errors/lapses
(3-5) in content, organization,
language use, and grammar/
The student can prepare a fair
concept paper that is relevant
in one’s field of specialization
and is able to correctly get at
least 51-75% of the items.
The student can fairly apply
different rhetorical modes in
elucidating on a concept and is
able to correctly get at least
51-75% of the items
The concept paper fairly meets
the requirements set with
several lapses/ errors (6-9) in
content, organization,
language use, and grammar/
The student cannot prepare an
excellent concept paper that is
relevant in one’s field of
specialization and is able to
correctly get at least 50% or
below of the items.
The student cannot apply
different rhetorical modes in
elucidating on a concept and is
able to correctly get at least
50% or below of the items.
There are several lapses (10 or
more) in the concept paper in
terms of organization,
language use, and grammar/
mechanics, and may be require

Technical report The requirements of the
technical report are adequately
met in terms of content
(position/stand), organization
of arguments/ evidence)
language use and grammar/
mechanics.
mechanics
Almost all the requirements of
the technical report are met
with occasional errors/ lapses
(3-5) in content, organization,
language use and grammar/
mechanics.
mechanics
The technical report fairly
meets the requirements set
with several errors/ lapses (6-
9) in content, organization,
language use and grammar/
mechanics.
rewriting
There are several inaccuracies
lapses (10 or more) in the
technical report in terms of
content, organization,
language use, grammar/
mechanics, and may require
rewriting.
 DIVINE WORD COLLEGE OF BANGUED
HIGH SCHOOL DEPARTMENT
S.Y 2018-2019

Learning Guide in English 12

(English for Academic and Professional Purposes)

Prepared by:
Mary Joy M. Corpuz