11

English for Academic

and Professional Purposes
Quarter 1
Explains and Clarifies Concept Papers in Different Fields
(For TVL)
CS EN11/12A-EAPP-Ig-j-
Applied Subject - English for Academic and Professional Purposes
Supplementary Learning Material
Quarter 1 – Explains and Clarifies Concept Papers in Different Fields (For TVL)
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author : Marjorie D.G. Gregorio, MAEd

Language Reviewer : Fernando A. Dionisio, Jr.
Content Editor : Noime D. Villaverde
Illustrator : Alexander L. De Lazo, MAEd
Layout Artist : Ruenel D.G. Gregorio

Management Team:

Gregorio C. Quinto, Jr., EdD

Chief, Curriculum Implementation Division

Rainelda M. Blanco, PhD

Education Program Supervisor - LRMDS

Agnes R. Bernardo, PhD

EPS-Division ADM Coordinator

Jay Arr V. Sangoyo, PhD

EPS – English

Glenda S. Constantino
Project Development Officer II

Joannarie C. Garcia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: [email protected]
11
English for Academic
and Professional Purposes
Quarter 1
Explains and Clarifies Concept Papers in
Different Fields (For TVL)
CS_EN11/12A-EAPP-Ig-j-23
Introductory Message

For the Facilitator:

Welcome to the English for Academic and Professional Purposes Supplementary Learning
Material (SLM) on Explains and Clarifies Concept Papers in Different Fields (TVL).

This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social,
and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners’ progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and the learners as they do the tasks
included in the module.

For the Learner:

Welcome to the English for Academic and Professional Supplementary Learning Material
(SLM) on Explains and Clarifies Concept Papers in Different Fields (For TVL).

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

This will give you an idea of the skills or

competencies you are expected to learn in
the module.
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correctly (100%), you may decide to skip this
module.
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This is a brief drill or review to help you link
the current lesson with the previous one.
In this portion, the new lesson will be
introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned.
This contains answers to all activities in the
module.

At the end of this module, you will also find:

References- This is a list of all sources used in developing this module.

The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

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Learning Competency: Explains and clarifies concept papers in different fields .
LC Code: CS_EN11/12A-EAPP-Ig-j-23

Specific Objectives:
1. Define what is a concept paper;
2. Explains the concepts in different fields; and
3. Clarifies concepts in different fields.

Directions: Write the letter of the correct answer on the space provided.

_______ 1. A _______ is a field, which helps the students become worthy, productive
and responsible member of the family and the community.
a. Home Economics
b. Housing Development
c. Home Furnitures
_______ 2. What discipline stating that Livelihood Education is important to acquire the
necessary decision making, social interacting, communicating which are
skills for occupational success?
a. Home Economics
b. Social Distancing
c. Home Decoration
_______ 3. It is about the natural resources, and land development and management. .
a. Agriculturist
b. Agriculture
c. Industrial Phenomenon
_______ 4. At higher level, it is primarily undertaken to prepare senior high school
students for employment in the Agricultural sector.
a. Agriculture
b. Agricultural Education
c. Family and Home Farming
_______ 5. It is a broad multidisciplinary field of Biology that encompasses the natural,
economic and social sciences that are used in understanding of Agriculture.
a. Agriculture
b. Agricultural Resources
c. Agricultural Science
_______ 6. Generally, it is engaged in raising or harvesting fish which determined by
the authority.
a. Fishing
b. Aquaculture
c. Fishery
_______ 7. According to FAO,”…it is an activity leading to harvesting of fish. It may also
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involve capture of fish or raising of fish?
a. Fish harvesting
b. Fish raising
c. Aquaculture
_______ 8. The academic discipline of managing and understanding fisheries is termed
______.
a. Fisheries
b. Fishery
c. Fisheries Science
_______ 9. In the present global situation, what do you call the degree focuses on
business for computers networks?
a. Information and Technology
b. Computer Systems
c. Information, Computer and Technology
_______ 10. It is about the everyday usage of networks, digital technology, and the uses
of basic skills and technology to communicate effectively.
a. Informative Technology
b. Web Usages
c. Information and Computer Technology

Directions: Fill in the blanks the correct answer. Choose from the given encircled words
the correct concept about the given statements.

_____________________1. About the home and livelihood program that helps the
students to do profitable income
_____________________2. Primarily undertaken to take as course to prepare students
for employment in the Agricultural sectors
_____________________3. Draws on the discipline of Oceanography, and Fish Water
Biology

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_____________________4. Uses of digital technology including a computer, mobile
phones, sending email, browsing from the internet, making a video calls or conference.
_____________________5. A document which summarizes what a project is. It consists
of the topic under research or data required

The skills that the Senior High School students should develop will be measured
once they able to determined which word is significant in conceptualizing different terms to
be defined in various interdisciplinary actions. These disciplines will enhance such skills
among the students who are willing to apply such skills in the demand of the present
needs of the society. These are intended to prepare the senior high school students with
activities and exercises for communicative and interactive decisions in life whenever they
are at work or with the different types of society in different locations in the world. The
lesson here is to link the students to English for Academic and Professional Purposes (J.
Bernardino, M. Fulgencio, and E. Rafael. Home economics & Livelihood Education, 2016).

Writing a concept in fields such as: Home economics, Agriculture, Fishery and
Information, and Computer Technology is writing a document which summarizes what a
project is about. It may lead to an idea why is it important in defining the terms
accordingly. It leads a paper to carry out meanings and sub-details of an information. It
also consists of a topic under research in which the purpose seeks to approve or disprove
questions, data required and method of obtaining it.

Various Fields of Disciplines

1. Home Economics. The art and science of home management encompasses both
creative and technical aspects into its discipline.
a. First concept. Home Economic courses often consist of learning how to
perform care task. For example, proper cooking with proper attire, with the
complete ingredients.
b. Second concept-. This discipline would help the senior high school
students to take related courses to develop skills in family financing,
nutrition, table etiquette and other various skills for life valuing.
c. Third concept- It builds responsibility to use the techniques learned from
this course in senior high school home economics activities to be applied in
their own home life.
d. Other concepts.
2. Agriculture. It is a science dealing with food and fiber production and processing. It
also includes the technologies of soil cultivation and harvesting, animal production,
and the processing of plant and animal products for human consumptions and use.
a. First concept. Food is the most basic human need.
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b. Second concept. Agriculture combines life sciences like Biology, and
Botany in economic and social sciences.
c. Third concept. Plant and animal farmers develop the best methods for
increasing the quality and production of crops, while ensuring animals are
treated according to humane students.
d. Third concept. If a place is a bowl of rice, ‘Agriculture is a bowl of food to
take’. It is an opportunity for those people nowadays without a work.
e. Other concepts.
3. Fishery. A comprehensive subject and as a discipline to take because it studies
the life history process, resources and structure and quality change, development
and utilization, and conservation of fish, shrimp, shellfish, and algae in inland and
waters and oceans (www.worldfish.center.org>why-fish).
a. First concept. Fisheries is one of the earliest productive activities of human
beings.
b. Second concept. Aquaculture improve food and nutrition from Fisheries,
health security, increase income and improve livelihood especially for the
people affected by the pandemic.
c. Other concepts.
4. ICT (Information, Communication and Technology).
a. First concept. The springboard + initiative was created to help students
gain qualifications and up-skills in sectors whereas skills have been
identified.
b. Second concept. This discipline will develop more advanced skills and
knowledge. It absolutely will develop the knowledge of technology and how
it works. As a course, senior high school students will learn practical skills
and understanding of topic skills like computer science and web
development in which the government and industries demanding in today’s
world.
c. Third concept. It is a powerful instrument that enables practical
environment and assist new ways of learning and teaching. It helps
students to develop skills for cooperation and corporation at work.
d. Other concepts.

Independent Activity 1

Explore ideas from books or from the internet (if possible) about the different concepts of the
given disciplines/fields. Clarify which statements of each discipline have the similar ideas
that corresponds to the concepts of the various fields.

Home Economics

a. How citizens work through the power and governance structures

b. The situation shows how the community building up the ‘bayanihan’

code
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c. Joining the government sectors which support livelihood program

d. Participating in the offered profitable income (paghabi ng tela) in a

barangay

Agriculture

a. Free the children: A young man fights against child labor and
proves that children can change the world. It is better to earn a living by
planting at the backyard.

b. Nueva Ecija as a bowl of rice in the Philippines

c. Today’s in demand activity: Online selling of succulents and

cactuses

d. Types of soil used in planting

Fishery

a. Capturing of wild fish at river/lake is supported by the government

b. Mang Tomas is fishing ground or area where fish are caught is a

practical income

c. Buying and selling of fishes as an income is strictly prohibited by

the law

d. Proper rearing or catching fish is an occupation available for

anyone

ICT

a. The demand for skilled ICT graduates is increasing yet enrollments

are declining

b. It covers a wide spectrum with engineering-related disciplines at the

end busines related at the other

c. All people can manipulate the technologies today

d. It is all about the communication process

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Independent Assessment 1

Directions: Building-Up: To explain the concept of the fields, identify what is being referred
to in the following statements. Write your answer on the line provided before each number.

_______________ 1. The art and science of home management

_______________ 2. The designed livelihood program by the government sectors
_______________ 3. Help students about family financing and home decorating
_______________ 4. Includes soil cultivation and harvesting animal
_______________ 5. Processing of human consumptions and needs
_______________ 6. Combines life sciences like Botany, Zoology and other related
disciplines
_______________ 7. Studies the life history and conservation of fish
_______________ 8. Needed to effective uses and management of technology
_______________ 9. A course solving problems in telecommunication lines
_______________ 10. Develop more advanced skills and knowledge of the world of
technology

Independent Activity 2

Directions: Check-Me Up: Identify the images by numbering inside the box based on the
category below.
1. Farming
2. Stitching
3. Webbing
4. Net communication
5. Digging soil
6. Harvesting
7. Flower decoration/arrangement
8. Table setting/etiquette
9. Piggery
10. Poultry

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Independent Assessment 2

Directions: Underline the word/s that classify the concept in fields/disciplines. Write on the
space provided the discipline referred to.

________________1. Cooking is one of the conduct disciplines.

________________2. It is about the stage of child development that affects
the behavior at home.
________________3. People must be educated about community
awareness.
________________4. It is highly interdisciplinary requiring students to have
grasp of natural sciences.
________________5. It provides technical knowledge in crop protection,
fertilizers and chemicals, and pest management.
________________6. It introduces the explanatory aspects of Fishery arts.
________________7. It promotes the economic growth and protect the
natural resources.
________________8. It is typically used within the content o business
operations as opposed to personal or entertainment
technology.
________________9. It is the use of system for storing, retrieving and sending
information.
_______________10. It is a quick way to manipulate data and information
from web sites.

Independent Activity 3

Directions: Identify the type of discipline being referred to in the given situation. Write your
answer in corresponding columns.

Situation Discipline
Relationship and smooth
communication of the staff of selected
restaurants in cooking and tasting
different menu
Parents and Family Bonding during
Pizza time
Managerial Skills in a profitable income
Web communication of the relatives
from other countries affected by the
pandemic Cpvid-19
It defines the significance of other
branches of science of wild life
Economic stability in the Philippine
setting that affect the loses of farming
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The exchange rate of peso-dollar
because of the down demands fall of
seedlings
The fish-kill during moon tides that
affects economic stability
The increment population of non-
working citizens in the Philippine
settings that demands them to pursue
Tech-Voc courses virtually
The increment of online job training of
non-ICT graduates

Independent Assessment 3

Directions: Push-It-Up: Identify the various disciplines in a concept. Write your answer on
the line provided after the given concept.

_______________Concept 1: The tapestry of being responsible parents and

members of the family

------------------------Concept 2: A kind of customer service and management to be

determined to a staff in a hotel and restaurant

_______________Concept 3: The effective communication technique draws during

the phone calls

_______________Concept 4: Agricultural education is primarily undertaken to

prepare students for employment in a government sector

_______________Concept 5: It may involve capture of wild fish or raising of fish

through Aquaculture

Directions: Answer the following questions based on the lesson on concepts of various
disciplines/fields. Write your answer on the line/s provided for.

1. What is the main concept of the word ‘discipline/field’?

___________________________________________________________________
___________________________________________________________________

2. What is the key/short concept of the following fields?

a. Home Economics:_______________________________________________
b. Agriculture:____________________________________________________
c. Fishery:_______________________________________________________
d. ICT:__________________________________________________________
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3. Give an example of a situation that explains for each given field:
a. Home Economics:_______________________________________________
b. Agriculture:____________________________________________________
c. Fishery:_______________________________________________________
d. ICT:__________________________________________________________

Directions: Write-Me-Up: If you were to write a concept paper, what particular

field/academic discipline would you write about? Explain your answer in three to five
informative sentences on the lines provided.

Field/s that I want to take as a _________________________________________

course in SHS because:
The reasons why I want to write about this/these field/s:

______________________________________________________________________

_______________________________________________________________________

________________________________________________________________________

Directions: Choose the letter of the best answer. Write your answer on the line before each
number.

_______ 1. An academic paper of a brief summary of a project

a. Concept
b. concept paper
c. research paper
_______ 2. What is the essential point of a concept in a field?
a. Explain and define the importance of a project/field
b. Discuss the details and parts of a plan
c. Give examples a lot
_______ 3. It is to promote the significance of a project or fields in a summary.
a. Writing a concept
b. Writing an objective clause in a study
c. Predictor variables
_______ 4. It is the subdivision of knowledge that is taught
a. Academic disciplines/fields
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b. Academic freedom
c. Branches of knowledge
_______ 5. It is a commerce, business, technological related course.
a. Informative Communication Tools
b. Information, Communication and Technology
c. Commerce Courses and Technology
_______ 6. It will benefit students and academic staff to learn useful skill in technology.
a. Information Technology
b. Information and Communication Technology
c. Online working
_______ 7. This course/field examines the views of students on the potential of new
technology.
a. Industry
b. Aqua Marine
c. ICT
_______ 8. In the present situation, to what discipline the people interact in the digital
world?
a. Communication Channel
b. Communication Arts
c. Information, Communication and Technology
_______ 9. This field encompasses the ‘aqua arts’ and other sub-fields?
a. Fishery
b. Agriculture
c. Biology
_______ 10. Which discipline covers the fields of study like crop science, animal science,
soil science, crop protection, and economics and marketing?
a. Fishery
b. ICT
c. Agriculture

Silent Reading. Read the selection silently. Identify how the concepts of the disciplines
found in the story. Underline the identified concept of a discipline. Write your answers
below the paragraph.

It was Zayne’s special day. Everyone was in a big preparing for that important
occasion. I invited international chef for menu requested by Zayne and of the family. I didn’t
quite understand how things were going on. She took Home Economics course. She knew
how to dress promptly. She is very graceful to talk too. I was even carrying a small basket of
white and pink roses with two bottles of special wines walking ahead of the rest. I hope she
would gladly appreciate my gifts for her special day. Zayne was in white wedding gown,
beaming with joy as her parents walked aside by side with her brother behind. Unlike any
ordinary wedding I attended as one of the sponsors, there was no bridegroom waiting at the

12
foot of the altar. Instead, she walked straight ahead the altar, knelt before the priest,
answered aloud some questions asked of her and lay flat on the altar with stretched arms.
After the ceremony almost everyone around came and kissed her, so with me. A
simple reception at convent garden followed and she walked approaching every table to
have a souvenir photo and deity of different tropical fishes. A statement on the photo that
she used to pray for the natural resources, and she found her heart to aqua arts. She also
said that a foundation “ZAYNE” was built for those farmers and fishermen to join with. Then
a scenery on the big screen played those dreams of her, flashing artistically and virtually.
And That was the last time I saw her.

Discipline Concept

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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A. What I Need to Know
B. What I Know
1. A 6. C
2. A 7. C
3. B 8. B
4. A 9. C
5. C 10. C

C. What’s In
1. Home Economics
2. Home Economics
3. Home Economics
4. Agriculture
5. Agriculture
6. Agriculture
7. Fishery
8. Fishery
9. ICT
10. ICT

D. What’s New
E. What Is It
F. What’s More

Independent Activity 1 Independent Assessment 1

1. HE 1. Home Economics
c 2. Home Economics
d 3. ICT
2. Fishery 4. Agriculture
a 5. Fishery
b
d
3. Agriculture
a
b
d
4. ICT
a
b
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Independent Assessment 2

1. HE-cooking
2. HE-child development
3. HE-community awareness
4. Agriculture-natural resources
5. Agriculture-crop protection, fertilizers, chemicals, pest management
6. Fishery- fishing arts
7. Agriculture- natural resources
8. ICT- entertainment technology
9. ICT- sending information
10. ICT- web connection

Independent Activity 3

agriculture ICT
agriculture HE
agriculture HE
fishery HE
ICT ICT

Independent Assessment 3

1. HE

2. HE

3. ICT

4. Agriculture

5. Fishery

G. What I Have Learned

1. Answers may vary.
2. Answers will depend on what is in the What Is It.
3. Answers may vary
4. Answers will vary.
5. Answers may vary.
H. What I Can Do
Answers may vary
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I.Assessment
1. B
2. A
3. A
4. A
5. B
6. B
7. C
8. C
9. C
10. C

J. Additional Activity
Answers may vary.
References

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business correspondence: The handbook for business writing. Illinois: New Technical
Care Publishing Group.
Been, Marta. (1994). Say it right, write it right: a Secretary’s guide to solving business
communications problems. New Jersey, Prentice Hall.
Burnett, Rebecca E. (1997), Technical Communication (4th ed.). Belmont, CA: Wadsworth
Publishing Company.
Crème, Phyllis and Lea, Mary R. (1998) Writing at University: A guide for Students,
Buckingham: Open University Press.
Coofer, Charles R. 2001. Martin’s guide to writing (3rd ed.) New York St.; Martin Press.
Finegar, Edward (1999). Language: Its structure and use (3rd ed.) Harcourt Brace College
Publishers.
Harp, Bill and Brewer, Jo Ann (1996). Reading and Writing for the connections (2nd ed.)
Forthworth: Harcourth Brace College Publishers.
Maruis, Richard (1995). A writer’s companion (3rd ed.) New York: McGraw-Hill, Inc.
Pearshall, Thomas E. (1997). The elements of technical writing. Boston Allyn and
Bacon.
Peregoy, Suzanne F. Boyle (2005). Reading, writing and learning in ESL (4th ed.) San
Francsico Mexico City. Person Education, Inc.
Stoval, James Glen (2006). Writing for the mass media. (6th ed.). Pearson Education, Inc.
Vanalystyne, Judith S. (1990). Professional and technical strategies. New Jersey: Prentice
Hall.
Zaremba, Al;an Jay (2006). Organizational communication: Foundation for business and
collaboration (2ne ed.) Mason, OH, USA. Thomson South-Western.
Arnold, G.T. (2003). Media writer’s handbook. New York: McGraw-Hill.
Blicq, Ron & Moretto, Lisa (1999). Technically-write! (5th ed.). New Jersey, Prentice Hall.
Brooks, B.S. Pinson J. & Wikon, J.G. (2003). Working with words. (5th ed.). New York:
Bedford/St. Martins.
Clark, R.P., & Campbell, C.C. (2002). The values and craft of American Journalism. (3rd
ed.) Gainesville: University Press of Florida.

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For inquiries or feedback, please write or call:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan

Email Address:[email protected]