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DAILY
LESSON
LOG
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School
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JAWILI INTEGRATED SCHOOL
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Grade Level
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11
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Teacher
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MA. ANGELICA M. DOMINGO
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Learning Area
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ENGLISH FOR ACADEMIC AND PROFESSIONAL
PURPOSES
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Teaching Dates and Time
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July 10-14 2016, 7:30-8:30
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Quarter
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I
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MONDAY
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TUESDAY
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WEDNESDAY
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THURSDAY
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FRIDAY
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I.
OBJECTIVES
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Students should
have established a clear idea of effective and ineffective strategy in
writing an abstract, précis, or summary.
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Students should have
written an abstract, précis, or summary about Filipino movies.
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Students should
have revised the draft of their abstract, précis, or summary effectively.
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Students should
have…
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A.
Content Standards
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The learner
acquires knowledge of appropriate reading strategies for a better
understanding of academic texts.
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B.
Performance Standards
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The learner
produces a detailed abstract of information gathered from the various
academic texts read.
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C.
Learning Competencies/Objectives
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CS_EN11/12A-EAPP-Ia-c-4
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CS_EN11/12A-EAPP-Ia-c-10
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CS_EN11/12A-EAPP-Ia-c-10
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CS_EN11/12A-EAPP-Ia-c-7
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II.
CONTENT
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III.
LEARNING RESOURCES
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A.
References
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1. Teacher’s Guide Pages
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2. Learner’s Material Pages
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3-9
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10-18
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19
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20
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3. Textbook Pages
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4. Additional Materials from Learning Resources
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Communicate
Today-EAPP pp.124-127
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Communicate
Today-EAPP pp.129-132
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Communicate
Today-EAPP p.132
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B.
Other Learning Resources
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IV.
PROCEDURES
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A.
Reviewing previous lesson or presenting the new lesson
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Ask learners to
create and fill out a semantic web on communication.
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Ask learners how
they feel about using the English language.
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Ask learners to
evaluate themselves, if they feel healthy or not.
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Ask learners if
they like chewing gum and what their favorite gum is.
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B.
Establishing a purpose for the lesson
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Ask learners about
the importance of communication.
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Ask learners about
what they remember about the earliest forms of language.
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Ask learners what
they know about calories.
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Ask learners what they
know about Wrigley’s chewing gum.
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C.
Presenting examples/instances of the new lesson
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Hand to Mouth (LM
pp.3-9)
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A Brief History of
English (LM pp.129-132)
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Understanding
Calories (LM p.19)
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Wrigley’s Chewing
Gum (LM p.20)
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D.
Discussing new concepts and practicing new skill #1
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What is an
Abstract, Précis, or Summary? (Communicate Today-EAPP p.124)
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Let’s Practice Communicate
Today-EAPP pp.129-130)
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Major Paper C
(Communicate Today–EAPP p. 132)
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Other Reading
Strategies – SQ3R Method of Reading (Communicate Today-EAPP p.10)
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E.
Discussing new concepts and practicing new skill #2
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Structure of an
Abstract, a Précis, or Summary (Communicate Today-EAPP pp.124-126)
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Summary of
Abstract, Précis, or Summary general evaluation. (Communicate Today-EAPP
p.130)
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Major Paper D
(Communicate Today-EAPP p. 132)
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Other Reading
Strategies - KWL Method (Communicate Today-EAPP pp.10-11)
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F.
Developing Mastery
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Guidelines in
Writing an Abstract, Précis, or Summary (Communicate Today-EAPP p.127)
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Major Paper (A)
(Communicate Today-EAPP p.131)
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Major Paper E
(Communicate Today-EAPP p. 132)
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Tell learners
about how the Wassenaar Beach Resort was established and about its owners and
manager.
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G.
Finding practical applications of concepts & skills in daily living
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A Failure to Communicate
(Video)
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Ask learners about
instances when they simply have to use the English language.
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Ask learners about
specific events in their lives when they needed to have extra energy.
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Ask learners what
they expect to learn from Wassenaar Beach Resort, the work immersion partner
of JIS.
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H.
Making generalizations & abstractions about the lesson
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Ask the learners
about the negative results of lack of clear communication.
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Ask the learners
about the importance of being good in English.
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Ask the learners
why they think some people count their calories.
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Ask learners about
the importance of knowing the history or origin of a product or a service
provider.
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I.
Evaluating Learning
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Checking for
Understanding (Communicate Today-EAPP p.127)
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Major Paper
(B) (Communicate Today-EAPP pp.
131-132)
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Major Paper F
(Communicate Today-EAPP p.132)
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Ask learners to
annotate the article, “Carlton Hotel Singapore – Modern Luxury that you
deserve” by Ma. Angelica Maghinang - Domingo
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