BACK TO BASICS:

A RE-INTRODUCTION
TO FUNDAMENTAL GRAMMAR AND
READING CONCEPTS
IN THE ACADEMIC CONTEXT
Ms. Mary Ann M. Majul, M.A.T.
April 25, 2018
 Objectives

At the end of the session, the participants are expected

to:
1. apply various reading skills and strategies in
interpreting and analyzing texts; and
2. demonstrate familiarity with grammatical structures
and categories used in academic texts.
 Math and English

According to the 2017 English Proficiency Index released by

Education First Ltd., the Philippines display high proficiency in
the language ranking 15th among 80 non-English speaking
countries—behind Malaysia which ranked 13th, and Singapore
5th. Rex Wallen, the Hopkins International Partner’s General
Manager noted that the trajectory of Filipinos’ performance is
declining, while its Asian counterparts are improving. He also
 Math and English

states that the level of English proficiency of Philippine college

graduates is “lower than the target English proficiency of high
school students in Thailand (“English proficiency of Pinoy
students,” 2018).”
 Math and English

High-quality English teachers can improve students’ long-term

performance in other subjects, including math. On the other
hand, good math teachers have only small long-term effects
on English scores.
…other subjects require some amount of reading and
writing—in other words, one must read and understand word
problems to do well in math.
-Parker-Stanford, C. B. (February 16, 2014). “Good English teachers improve math scores for
students.”
 Math and English

The learning of mathematics requires a variety of

linguistic skills that second-language learners may not
have mastered. A mathematics curriculum is needed
that would develop second-language skills, and more
research is needed into the relation between second-
language learning and mathematics learning.

-Cuevas, G. J. (1984). “Mathematics Learning in English as a Second Language.” Journal

for Research in Mathematics Education Vol. 15 No. 2.
 Lack in English
proficiency=Student’s
low comprehension of
the subject matter
Integrating ESP in the Back to Basics Training
What is ESP?
1. Hutchinson and Waters
(1987 as cited in Amarles and
Manicio, 2013): ESP is an
approach, rather than a
product. The foundation of ESP
is the question: Why does this
learner need to learn a foreign
language?
2. Steven (1988 as cited in
Amarles and Manicio, 2013)
distinguises between four
absolute characteristics and
two variable characteristics:
2.1. Absolute: English language
teaching consists of a design to
meet learners’ needs,
relationship of content to
Integrating ESP in the Back to Basics Training

particular disciplines, Five Stages of ESP’s History and

occupations and activities,
contrasts with “General
English” and centers on
language appropriate to
activities in syntax, lexis,
discourse, semantics…and
analysis of discourse.
Development (Hutchinson and
Waters, 1987 as cited in Sinha
and Sadorra, 1991 and Amarles
and Manicio, 2013):
1. The concept of special language:
register analysis (normal ESL
materials would be used but
Integrating ESP in the Back to Basics Training

subject-specific lexical items would

be substituted for general terms)
2. Beyond the sentence: rhetorical or
discourse analysis
3. Target situation analysis
4. Skills and strategies
5. Learning-centered approach
 Survey or
preview the
selection and
formulate
Rhetorical Pattern
READING three
questions Vocabulary
about it. (Time
Limit: two
minutes)
 PQR3 Method

1. Preview
2. Question
3. Read Actively
4. Recite
5. Review
 Vocabulary Strategies

1. Definition
Hence, teachers need to communicate their mathematics
effectively while they are engaged in the process of active
construction of knowledge as mathematics is a language and
science of patterns (Washington State Instructional Materials
Review, 2006) and its symbols and vocabulary are universal
means of communication about relationships and patterns.
 Vocabulary Strategies

2. Examples
Rather, as the problem seems too enormous, the teachers just
adopted their common practice of rote-learning e.g. underline
keywords and making students memorize them even though this has
been applied unsuccessfully for two weeks.
 Vocabulary Strategies

3. Etymology
Yoshida (1999) first coined the word
“lesson study”, which is derived from the
Japanese word “jugyokenkyuu,” i.e.
“jugyo” means lesson and “kenkyuu”
means study or research.
 Vocabulary Strategies

4. Word Association
chalk and talk method, Lesson Study
 Expository Definition

Expository: A type of writing that explains or informs the readers.

 Types of Expository Paragraphs

Definition Problem/Solution Cause and Effect

-Explains the most -Detailed analysis of Cause: group,
important a subject or problem person, event etc.
characteristic or leading to a solution. that produces the
feature of a person, outcome
object, event, place Effect: outcome
etc.
 Types of Expository Paragraphs

Comparison and Contrast 2. Point by Point

Compare: show similar or shared Comparison A
characteristics • Contrast A

Contrast: distinctive characteristics Comparison B

Two Methods of Development: • Contrast B

1. Block Comparison
Process
Contrast
-Tells readers how to
complete an action.
 Types of Expository Paragraphs

Classify Description
-Arrange by -Attributes and
categories features of a person,
place or item etc.
 Key and Signal Words
Definition
defined, characterized,
identified, named,
termed, labeled,
distinguished,
exemplified, and restricted.
Problem/Solution
problem, the question
is, a solution, one
answer is
Cause and Effect related
because, due to, Contrast Words: however,
consequently, if… then, but, not, different, distinct,
contrasting, unlike,
therefore, and thus
dissimilar, and unrelated
Comparison and
Contrast
Compare Words: also, both,
like, alike, likewise,
comparable, similar, and
.
 Key and Signal Words

Process Description
directions, instructions, for instance, for
procedure, step, method, example, such as , to
formula, technique, illustrate, most important
apply, carry out, follow,
conduct, and perform.
Classification
sort, category, class,
group, type, and kind
 Exercises on Types of Paragraph

Excerpt 1
Bottom's Up
“Beer here! Get your ice-cold beer here!” You probably heard that shouted the last
time you were at the ball park. At a ball game, a party, a barbecue, or a fishing trip,
people enjoy an ice-cold beer. Throughout the world, people drink 22 billion gallons
of beer annually. Americans alone consume 24 gallons of beer per person every
year. Few people know how beer is produced, however. The basic brewing process
has five steps.
 Exercises on Types of Paragraph

The first step is mashing. Cereal grains, usually barley and hops, are mixed with water. The
mixture, called “wort,” is heated to about 150 degrees and stirred constantly. When the
mixture is allowed to settle, the solids settle and the liquid passes through it.

Then comes boiling and hopping. During these steps, dried flowers from the hop vine are
added, about three quarters of a pound of hops for every 31 gallons of wort. The hops
prevent spoiling and give the beverage flavor. The mixture is boiled for about two hours.

Next comes the fermenting stage in the process. The brewer uses yeast to cause
fermenting, adding about one pound per 31 gallons of wort. Alcohol and carbon dioxide form
 Exercises on Types of Paragraph

during fermentation. The mixture is kept at 38 degrees Fahrenheit and completes

fermentation in about a week or two.

The final step is called “finishing.” Here, the brewer compresses and stores carbon dioxide
from the beer wort. Stored in huge metal vats for three to six weeks, the beer continues to
settle and clear. Then the beer is carbonated and passes through a pressure filter to be
packaged.

Perhaps the next time you have a beer, you'll appreciate it more. Even if you're not a beer
drinker, you'll realize the work that went into producing one of the world's best-selling
products.
 Exercises on Types of Paragraph

Excerpt from The Complete Idiot's Guide to Writing Well © 2000 by Laurie Rozakis,
Ph.D.
Excerpt 2
The Loggerhead is a relatively easy turtle to identify. To begin with, the Loggerhead
has a reddish-brown upper shell and a dull brown to yellowish lower shell. The shells
consist of an upper part, known as the carapace, and a lower section, called the
plastron. Hard scales (or scutes) cover the shells, and the number and arrangement of
these scutes are used to determine the species. The adult Loggerhead weights from
200 to 350 pounds and lives in temperate and subtropical waters. Another important
 Exercises on Types of Paragraph

fact about this turtle is it is the most common sea turtle that nests on the shores of the
United States. In addition to eating small fish, the Loggerhead sea turtle feasts on
shellfish, clams, horseshoe crabs, and mussels. Unfortunately, the Loggerhead turtle is
classified as threatened.
Excerpt 3
The Green sea turtle and the loggerhead sea turtle nest along the Atlantic and the
Pacific shores in the United States. The Green sea turtle is on the endangered list
while the Loggerhead is listed as threatened. The Green sea turtle eats grass, algae
and other vegetation and is classified as herbivorous. Unlike the Green sea turtle, the
 Exercises on Types of Paragraph

Loggerhead turtle is classified as carnivorous, and eats horseshoe crabs, clams, and
mussels. Both sea turtles live in temperate and subtropical waters and tend to stay
near the coastline.
Excerpt 4
Natural predators such as snakes, sea gulls, and raccoons are considered threats to
the sea turtles, but human beings are considered to pose the greatest threat to the sea
turtles. People threaten the turtles if they disturb the nesting sites or harm the sea
turtles at sea. Because of these dangers, the Loggerhead sea turtle is considered
threatened.
 Exercises on Types of Paragraph

Excerpt 5
The Loggerhead sea turtle is threatened. Conservationists are attempting to help the
survival rate of the Loggerhead turtles. Their solution is to educate the public about the
nesting habits of the sea turtles and help pass gill netting regulations for fishermen.
😉
Bibliography
Amarles, A., Manicio, M.T. (2013).“English for Specific Purposes.” A Reviewer for LET.
Manila: PNU.

Cuevas, G. J. (1984). “Mathematics Learning in English as a Second Language.”

Journal for Research in Mathematics Education Vol. 15 No. 2. Retrieved from
www.jstor.org/stable/748889?seq=1#page_scan_tab_contents on April 24, 2018.

“Expository Short Texts.” Retrieved from www.dayofreading.org on April 24, 2018.

Parker-Stanford, C. B. (February 16, 2014). “Good English teachers improve math scores
for students.” Retrieved from www.futurity.org/good-english-teachers-can-crossover-
effect on April 24, 2018.
😉
Bibliography
“Research, Write, Present| Expository Writing, Expository Types.” Retrieved from
www.intel.com on August 24, 2018.

“What is Expository Writing?” Retrieved from english.tutorvista.com.