Using Knowledge of Text

Structure to Glean
Information
Module in English for Academic
and Professional Purposes
Quarter 1 ● Module 2

PATROCIÑO C. de VERA II
Developer
Department of Education • Cordillera Administrative Region
i
 Republic of the Philippines
Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
Wangal, La Trinidad, Benguet

Published by Learning Resource Management and Development System

COPYRIGHT NOTICE
2020

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency of office wherein the work is
created shall be necessary for exploitation of such work for profit.”

This material has been developed for the implementation of K to 12 Curriculum

through the DepEd CAR– Curriculum Implementation Division (CID). It can be
reproduced for educational purposes and the source must be acknowledged.
Derivatives of the work including creating an edited version, an enhancement or a
supplementary work are permitted provided all original work is acknowledged and
the copyright is attributed. No work may be derived from this material for commercial
purposes and profit.

ii
 PREFACE

This module is a project of the DepEd Schools Division of Baguio City through
the Curriculum Implementation Division (CID) which is in response to the
implementation of the K to 12 Curriculum.

This Learning Material is a property of the Department of Education, Schools

Division of Baguio City. It aims to improve students’ performance specifically in
English.

Date of Development September 2020

Resource Location DepEd CAR-LRMS
Learning Area ENGLISH
Grade Level 11/12
Learning Resource Type Module
Language English
Quarter/Week Q1/W2
Learning Competency Code CS_EN11/12A-EAPP-Ia-c-4
Learning Competency The learner uses knowledge of text
structure to glean the information he /
she needs.

iii
 ACKNOWLEDGMENT

The developer wishes to express her gratitude to those who helped in the
development of this learning material. The fulfillment of this learning material would
not be possible without them.
To my colleagues at the INHS – SHS, thank you all for your support in the
crafting of this learning module. Thank you, too, to the administration and staff for all
the help given in any ways possible. Lastly, thank you to the office of the DepEd
Division of Baguio City for giving me the opportunity to discover my skill as a module
writer.

Development Team
Developer: PATROCIÑO C. de VERA II

School Learning Resources Management Committee

Ma. Lourdes B. Dumpayan School Head
Johnny A. Kidian Head Teacher – English
Brenda P. Contada School LR Coordinator

Quality Assurance Team

Lillian S. Pagulongan EPS-English
Leticia A. Hidalgo EPS – District 7

Learning Resource Management Section Staff

Loida C. Mangangey EPS – LRMDS
Victor A. Fernandez Education Program Specialist II - LRMDS
Christopher David G. Oliva Project Development Officer II – LRMDS
Priscilla A. Dis-iw Librarian II
Lily B. Mabalot Librarian I
Ariel Botacion Admin. Assistant

CONSULTANTS

JULIET C. SANNAD, EdD

Chief Education Supervisor – CID

CHRISTOPHER C. BENIGNO
OIC-Asst. Schools Division Superintendent

MARIE CAROLYN B. VERANO, CESO V

Schools Division Superintendent

iv
 TABLE OF CONTENTS

Page
Copyright Notice ………………………………………………….……...….…. ii
Preface …………………………………………………………………...…….… iii
Acknowledgement……………………………………………………. …….…... iv
Table of Contents……………………………………………………….……. … v
Title Page…………………………………………………………………………. 1
What I Need to Know …………………………………………………………… 2
What I Know - Pretest…………………………………….………….…………. 3
What’s In ………………………………………………………………………… 5
What’s New……………………………………………………………………. 5
Activity 1………………… .………………….……………….…………. 5
What Is It……………………….………………….……………….…………….. 6
What’s More…..……………………………………………………………… 9
Activity 1……… …..……………………………………………………… 9
Activity 2 ………….………..…………………………………………… 11
What I Have Learned ………………………………………………………….. 11
What I Can Do ……………………………………………...……………… 12
Post-Assessment …………………...…………………………………………… 13
Additional Activity……………………………………………….……………… 15
Answer Key………………………………………………………………………. 16
References……………………………………………………………………… 17

v
Using Knowledge of Text
Structure to Glean
Information
Module in English for Academic
and Professional Purposes
Quarter 1 ● Module 3

PATROCIÑO C. de VERA II
Developer
Department of Education • Cordillera Administrative Region

1
 What I Need to Know
Welcome to this module on TEXT STRUCTURE!
This module is intended to help you, learners, understand and master the
concepts of text structure. It is designed to equip you with essential knowledge about
the topic and develop your skill on gleaning and organizing information.
Here is an outline of the different parts of your learning material. The
descriptions will guide you on what to expect on each part of the module.
Label Description
What I need to know This states the learning objectives that you need to achieve
as you study this module.
What I know This is to check what you already know about the lesson on
this module.
What’s In This connects the current lesson with a topic or concept
necessary to your understanding.
What’s New This introduces the lesson to be tackled through an activity.
What’s In it This contains a brief discussion of the learning module lesson.
What’s More These are activities to check your understanding and to
apply what you have learned from the lesson.
What I have This generalizes the essential ideas tackled from this
Learned module through a lesson summary or an activity.
What I Can Do This is a real-life application of what you have learned.
Post-Assessment This is an evaluation of what you have learned from this
learning material.
Additional Activities This is an activity that will strengthen and fortify your
knowledge about the lesson.

LEARNING OBJECTIVES
While going through the module, you are expected to:
1. identify the structure of a text;
2. glean information from the text; and

What I Know

2
PRE-TEST: Write the letter of your answer on your answer sheet.

1. Texts are structured in different ways in different subjects. Which among

the following falls under text structure category?
A. graphic organizer C. concept map
B. problem – solution D. word outline
2. Which of the following tells us the author’s general purpose in writing a
text?
A. to inform C. to paint a picture on a canvass
B. to recite a poem D. to impress
3. Which of the following statements is the first step when reading a particular
text?
A. Get an overview of the text.
B. Read the whole text.
C. Use the opening sentence to state the topic.
D. Pay particular attention to words and phrases.

For numbers 4-7, read the short article below and answer the questions that
follow.
[1] Everyone knows that vitamin D is the sunshine vitamin, and that it
is essential for good health. [2] Researchers have shown that vitamin D
prevents illnesses such as rickets, improves the condition of the skin,
regulates the immune system and increases the rate of metabolism
(Norwist, 2000). [3] Despite this general knowledge, however, many people
around the world today still suffer from vitamin D deficiencies.

4. Which vitamin is considered as the sunshine vitamin?

A. A B. B C. C D. D
5. In the first sentence, what does the word essential mean?
A. unimportant B. optional C. necessary D. idiopathic
6. Where is the thesis statement located?
A. 1st sentence C. 3rd sentence
B. 2nd sentence D. none of these
7. How did the writer present the needed information in the text?
A. form general to specific C. both a and b
B. from specific to general D. none of these
8. Which of the following word from the above text is considered to be a
signpost for text structures?
A. such as B. regulates C. world D. today
9. Which among the signposts below shows order?
A. first B. whereas C. many D. and

10. How does a reader glean information in an academic text?

A. The reader divides the information.
3
 B. The reader basks in the meaning of the text.
C. The reader identifies the important matters.
D. The reader finds a lot of ways.
11. Which of the following statements shows an importance of a signpost?
A. It persuades the reader to make an action.
B. It alerts the reader to pay attention to the next ideas to be
presented.
C. It entertains the reader.
D. It informs the reader.
12. Visuals make the text structure easier to understand. The statement is ___.
A. True B. False C. Confusing D. Wrong

For numbers 13-15, refer to the text below.

[1] Coronavirus disease 2019 (COVID-19) is an illness originally from
Wuhan City, Hubei Province, China and formerly known as 2019-nCoV
from coronavirus disease 2019. [2] Today, this is called SARS-coV-2
(Severe Acute Respiratory Syndrome Coronavirus [3] This virus was
initially reported to the WHO (World Health Organization) on December 31,
2019 and was declared to be a global pandemic on March 11, 2020.

13. Based on the passage, which of the following is the main topic?
A. SARS-coV2 C. Coronavirus disease 2019
B. virus D. global pandemic
14. Based on the passage, which of the following sentences are the supporting
details?
a. 1,2, 3 B. 2 only C. 3 only D. 2 & 3

15. How will you arrange the following statements to give you a systematic way
in writing a good summary of a text?
I. Read the text that you are about to read over and over again.
II. Do an overview of the text that you are about to read.
III. Identify the main points followed by the supporting points.
IV. Write the main points followed by the supporting points
V. Make sure that the points are shorter.
VI. Proofread your work.

A. I, II, III, IV, V, VI C. III, IV, V, VI, II, I

B. II, I, III, IV, V, VI D. III, IV, V, VI, I, II

What’s In
4
 Text structure is the way the writer or the author organizes the content of
the text. Learning how to identify the structure of a text and knowing how to
analyze the organization of ideas presented are important skills in reading and
writing. These skills will help you in improving your comprehension and in
presenting information in a logical manner.

What’s New

Activity 1. HOUSE MAKING. In the box below, draw your dream house. Make sure
that your house has a foundation and a roof.

Guide questions for Activity 1.

1. What was the first part of the house that you have drawn? Why?
2. How many foundations does it have? Why did you make it as that?
3. Did you make a plan first before drawing your dream house?

Writing is like building a house. Aside from the need to have a plan, it is
also necessary to build strong foundations. You will learn why and how as you go
through this module.

What Is It

5
 Text structure refers to how the information within a written text is
organized. Your knowledge about text structure helps you focus on the significant
information that the author wants you to know. This helps you understand how a
text might present a main idea and details; a cause and then its effects; and/or
different views of a topic. When you know the structure of a certain text, you will
understand it better. Also, when you are aware of the different text structures,
writing your own becomes easier as you know how to organize the information
based on your objective in writing your text. Hence, take time to read and
understand the discussions presented in this module.
Below are some examples of text structures that authors used in writing
their text that might help you glean or gather the information that you need. They
might also be helpful when you do your own writing. Read and analyze them
carefully. Note also the signposts or transition words that were used.
Remember that these words aid in the unity of the ideas presented in the given
texts. The last column presents a graphic organizer that you can use in organizing
your ideas though you may also use other graphic organizers that you want that
will suit your topic.
Text Definition/Example Example Graphic
Structure Organizer
Description This type of text The keyboard is the
structure features a most widely used
detailed description of input device. It
something to give the actually looks similar
reader a mental to a typewriter. Its
picture. features are
standard character
Signposts: to begin keys, function keys,
with, for instance, special purpose
examples of, keys, numeric keys,
features include, on and cursor
the faces movement keys.
Cause and This structure presents Computers were
Effect the causal relationship made to make works
between a specific of men easier. That
event, idea, or concept is, computers can
and the events, ideas, quickly correct
or concept that follow. mistakes and even Cause Effect
suggest possible
Signposts: cause, corrections.
effect, since, then,
because, if, when, so

6
Comparison/ This type of text Teenagers’ interest
Contrast examines the then was to watch TV
similarities and only for a few hours
differences between and spends the rest of
two or more people, the time playing
events, concepts, outside of their homes
ideas, etc. or going to cinemas
near them. They have
Signposts: like, unlike, little free time since
but both, also, most, they do household
similar to, different chores, care for the
from, other hand, siblings, and help in
while, instead the farm. Teenagers’
interest
now is to watch TV for
many hours which
make
them addicted to
technology. They have
a lot of time in front of
the personal
computers or their
handy gadgets which
divide their family time.
Order/ This text structure Tips on how to take
Sequence gives readers a care of your
First
chronological of computer. First,
events or a list of steps always clean your
Second
in a procedure. computer and its
surrounding.
Signposts: first, Second, cover your Third
next, then, finally, computer with a
before, after, during piece of cloth when
meanwhile, further not in use. Third,
avoid eating or
drinking near the
computer. Fourth, do
not place heavy
objects on the
computer. Fifth,
never bump your
computer. Sixth,
store the computer
where it is not
7
 exposed to much
heat or sunlight.
Problem- This type of structure A certain virus called Problem
Solution
Solution sets up a problem or NCOV or novel
problems, explains the corona virus spread
solution, and then worldwide in 2020
discusses the effects affecting many
of the solution. countries
economically and
Signposts: physically. Health
problem, solution, practitioners of each
because, since, the country are finding
issue is, resolved by solutions to stop its
widespread. Hand
washing with alcohol
and wearing of
masks may have
prevented its spread.
Source: https://kib.ki.se/en/write-cite/academic-writing/structure-academic-texts

Since we are talking about written text, take time to study the following
discussion.
The written academic text structure usually looks like an IMRaD figure
(Introduction, Methods, Results and Discussion). To simplify it, this is basically the:
 Introduction. This is the opening statement of the written text which
could introduce the topic, the concept, the idea, or the argument.
 Body. This includes the methods and results or supporting details.
This part relates to the description of the topic, concept, idea, or
argument of the written text. It contains the discussion or interpretation of
the supporting details in terms of what has been done, or what the
results mean.
 Conclusion. This is the final part of the academic text which connects all
the parts and the implication of the results and discussion.

From the introduction, body and conclusion of a written text, you can glean
information. Gleaning information means sorting through main concepts and
gathering only the ideas needed. This could be done by identifying signposts from
the different text structures which could serve as the basis for gleaning
information. Signposts are words or phrases which help the text structure and
readers not to get lost in terms of clarifying arguments and understanding signal
transitions. These are also known as transitional devices or transition words.
As for speaking, these words tell when the speaker is moving on to a new idea or
stage.

8
 What’s More
Activity 1. Read me. Below are texts from the English for Academic and
Professional Purposes Reader. Read and fill in the table found after the two texts
with the needed information based on the given text. Be guided by the example
given.
Article What is What What
Title the type of signpost
purpose Text /s were
of the Structure used to
article? is the indicate
article? the
structur
e?
Competiti Define Comparis on the other
on and competiti on hand, while,
Cooperati on contrast instead
on
and
cooperati
on

Understanding Calories

A calorie, also known as kilocalorie, is a unit of energy. This unit

represents the energy required to heat a kilogram of water on degree
Celsius. While people generally link the term calorie with food, it is a unit
of measurement that can be applied to any substance processing energy.
For instance, there are 8200 calories in a litter (about one part) of
gasoline.

Calories describe the potential energy in food to maintain bodily

functions, grow or repair tissue, and perform mechanical work such as
exercise. Food calories may take the form of fat, carbohydrates, or
proteins. Once consumed, enzymes act on these nutrients through
metabolic processes and break them into their perspective categories of
fatty acids, glucose, and amino acids. These molecules travel through the
blood stream to specific cells where they are absorbed for immediate use
or sent on to the final stage of metabolism where they release their stored
energy through the process of oxidation.

The number of calories burned during an exercise depends on

various factors including body weight and the type of exercise. For

9
 example, an individual weighing 59 kilograms (130 pounds) would expend
roughly 500 calories per hour swimming or playing basketball. However,
this same person would burn an estimated 200 walking or playing table
tennis. In order to survive and maintain body weight, the average
individual requires approximately 2000 to 2500 calories per day. Gaining
or losing weight is a simple process. Add and subtract 7,700 calories over
the course of time you gain or lose a kilogram. Nutrition has nothing to do
with it. It is all about calories.
Wrigley’s Chewing Gum
Wrigley’s chewing gum was actually developed as a premium to
be given away with other product rather than as a primary product for
sale. As a teenager, William Wrigley Jr. was working for his father in
Chicago selling soap that has been manufactured in his father’s factory.
The soap was not very popular with merchants because it was priced at 5
cents, and this selling price did not leave a good profit margin for the
merchants. Wrigley convinced his father to raise the price to ten cents and
to give away cheap umbrellas as a premium for merchants. This worked
successfully, confirming to Wrigley that the use of premium was an
effective sales tool.

Wrigley then established his own company, in his company he was

selling soap as a wholesaler, giving baking soda away as a premium, and
using a cook book to promote each deal. Over time, the baking soda and
cookbook became more popular than the soap, so Wrigley began a new
operation selling baking soda, he soon decided on chewing gum. Once
again, when Wrigley realized that the demand for premium was stronger
than the demand for the original product, he created the Wm. Wrigley Jr.
Company to produce and sell chewing gum.

Wrigley started out with two brands of gum, Vassar and Lotta
gums, and soon introduced Juicy Fruit and Spearmint. The latter two
brands grew in popularity, while the first two were phased out. Juicy Fruit
and Spearmint are two of Wrigley’s main brand to this day.

Article Title What is the What type of Text What signpost/s

purpose of the Structure is the were used to
article? article? indicate the
structure?

Understanding
1. 2. 3.
Calories

10
Wrigley’s Chewing
4. 5. 6.
Gum

Activity 2. Reverse Reverse. Write TEXT if the statement is correct and

STRUCTURE if the statement is incorrect. Write your answers on your answer
sheets.

1. Text structure organizes the text’s information which is like a house’s

foundation that supports its whole structure.
2. Knowing the texts’ structure helps the reader to understand the main idea
and supporting details, cause and effects, sequences of events, problems
and solutions, similarities and differences, and descriptions of concepts.
3. Description text structure gives the reader a mental picture of an idea.
4. A book about ancient Philippines explaining the differences of dresses of
women then and now is an example of order text structure.
5. Storm in the Philippines explains the occurrence of and effects of
flashfloods is an example of description text structure.
6. Defining the purpose of the article is understanding the intention of the
writer based on its title and main idea.
7. But, however, whereas are examples of signposts when comparing and
contrasting.
8. Similar to and different from are key words for knowing problem and
solution text structure.
9. Providing details to a certain concept is describing the topic concern.
10. The novel coronavirus. First, the public should know its origin, its
whereabouts, and its description. Second, the public should know how to
prevent it. Third, the public should be responsible in doing the necessary
preventive measures to stop the spread of it. This is an example of text
structure indicating order.

What I Have Learned

Fill me. Fill in the blank with the appropriate signpost and identify the text
structure.
1. It is not always realized, ________, that considerable sound changes have
taken place between Early Modern English and the English of the present
day.
Text Structure: ____________________________

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 2. If you want to avail of your vaccination certificate you must first go to the
identified website. Then, click the vaccination certificate tab and fill-in the
needed information.__________, download your vaccination certificate.
Text Structure: ____________________________

3. We learn politely and generously to overlook this truth, ________ if we dare

to think of it, it blazes forth like the noontide sun.
Text Structure: ____________________________
What I Can Do
Activity 1: Listen to Me! Read the excerpt below then explain what you
understood about it by answering the questions that follow.
Speech does have one disadvantage, though: it is generally accessible to
those around you and is therefore less convenient for sending confidential or secret
messages or for planning an attack on enemies within earshot. To some extent, we
can overcome this impediment by whispering. And sometimes, people resort to
signing. But the general alerting function of sounds also has its advantages. When
Mark Anthony cried, “Friends, Romans, countrymen, lend me ears,” he was trying to
attract attention as well as to deliver a message (Corballis 2016, 7).

1. What is one disadvantage of speech?

2. How can this disadvantage be overcome?

3. What is the advantage of speech?

Activity 2: Using Signposts Correctly! Read the excerpt below. Write the
correct signpost or transition word in each blank to come up with a logical text.

The question now is what were the selective pressures that led to the
eventual dominance of speech? On the face of it, an acoustic medium seems a
poor way to convey information about the world; not for nothing is it said that a
picture is worth a thousand words.1__________, signed language has all the
lexical and grammatical complexity of spoken language. Primate evolution is itself
a testimony to the primacy of the visual world. We share with monkeys a highly
sophisticated visual system, giving us three- dimension information in colour about
us, and an intricate system for exploring that world through movement and
manipulation. 2__________, in a hunter- gatherer environment, where predators
and prey are major concern, there are surely advantages in silent communication
3_________ sound acts as a general alert. __________ yet we came to
communicate about the world in a medium that in all primates except ourselves is
primitive and stereotyped- and noisy. 5_________ we consider the pressures that
may have favoured vocalization over gestures, it bears repeating that the switch
from hand to mouth was almost certainly not an abrupt one.

12
Excerpt from From Hand to Mouth by Michael C. Corballis
Source: Laurel, M., Lucero, A., & Bumatay-Cruz, R. English for academic and
professional purposes. Department of Education: Philippines, 2016.

Post-Assessment
Read carefully the questions then answer them. Choose the letter of the correct
answer and write it on your answer sheet.

1. As a senior high school learner, what could be the importance of knowing the text
structure in relation with your different subjects?
A. It helps in understanding important concepts.
B. It informs the readers of the constant change in reading the texts.
C. It entertains the readers and writers.
D. It promotes camaraderie in the class

2. What other information have you noticed while reading the articles given that
could be helpful to you as a senior high school learner?
A. The articles were written in basic language.
B. These were made according to wishes of the writer.
C. All articles have their own text structures.
D. There are no written comprehension questions found in the texts.

3. Which of the following best describes a text structure?

A. It is easier to understand. C. It has only main ideas.
B. It has a title. D. It is organized accordingly.

4. Which is a type of text structure?

A. introduction B. compare-contrast C. body D. conclusion

5. Texts are structured in different ways in different subjects. Which among the
following is used when a writer talks about the similarities and differences of a
certain idea or object?
A. Cause-Effect B. Order C. Compare and Contrast D. Description

6. Which of the questions relates to the introduction part of the academic text?
A. What is the topic of the article?
B. What is the result of the article?
C. How should I know to interpret the topic in the article?
D. So, what happens in the end?
13
7. Which among the questions relates to the body part of the academic text?
A. What is the topic of the article?
B. What is the result of the article?
C. How should I know to interpret the topic in the article?
D. So, what happens in the end?

8. Which among the questions relates to the conclusion part of the academic text?
A. What is the topic of the article?
B. What is the result of the article?
C. How should I know to interpret the topic in the article?
D. So, what happens in the end?

9. The phrases, to summarize, as a result, in general, to wrap up are usually found in

the __________ of the text.
A. introduction B. body C. conclusion D. title

10. What is the structure of the text below?

Wearing of face masks and face shields have become a common sight in
Baguio City nowadays. It is because this has been a protocol for the public to use
whenever they are in public places, too, such as riding in jitneys, cabs, or private
cars as well. This type of practice may have been the result of being aware and
being cooperative to the prevention of the coronavirus which has affected the
economic and health sector globally. Let me share with you the benefits of using
these. First, these help prevent people who have COVID-19 from spreading the
virus to others. Second, these likely reduce the spread of the virus, especially, in
public settings. Third, these help prevent respiratory droplets over nose and mouth.
If you know any more benefits, please feel free to spread to the community.

A. description C. order/sequence
B. compare and contrast D. exponential

11. How was the text in number 10 developed or organized?

A. general to specific C. both a and b
B. specific to general D. none of these

12. What are the signposts that the writer used in clarifying his/her point?
A. it, have, has C. of, to, or
B. first, second, third D. this, these, the

13. What is the aim of the writer in writing the text?

A. to advertise products such as face masks and face shields
B. to warn the people on the advantages and disadvantages of protocols
14
 C. to persuade the readers to patronize locally produced masks and shields
D. to inform the people of the advantages of wearing faces shields and face
masks

Modular learning in the new normal has become a trend in teaching these
days. It is because the learners are not allowed to go physically to school. Thus,
they are to stay at home and be educated with the help of their parents or their
guardians. This type of learning could be done with the use of modules that allows
the learners to self-paced learn.

14. Which type of text structure does this paragraph belong?

A. description B. compare and contrast C. order D. problem-solution
15. Which of the following signposts helped you identify text structure?
A. modular learning B. It is because C. has become D. This
type

Additional Activity
These are excerpts taken from the article entitled, A Brief History of English.
Instructions: Read the text and note the sign posts or transition words which
were used.
Guided by these sign posts, organize the information using the appropriate
graphic organizer.
The history of our language begins a little after 600 CE. Everything before
that was pre-history, which means that we can guess at it but can’t prove much. For
a thousand years or so before the birth of Christ, our linguistic ancestors were
savage wandering through the forest of Northern Europe.
At the time of the Roman Empire-say, from the beginning of the Christian
era to around 400 C.E – the speakers of what was to become English were
scattered along the north coast of Europe. The Romans has been the ruling power
in Britain since 43 CE. They have subjugated the Celts whom they found living
there and had succeeded in settling up a Roman administration.
In the fourth century, troubles multiplied for the Romans in Britain. Not
only did the untamed tribes of Scotland and Whales grow more and more restive,
but also the Anglo-Saxons began to make pirate raids on the eastern coast.
Finally, in 410 CE the last Roman ruler in England, bent on becoming the
emperor, left the island and took the last legions with him.
-Adapted from A Brief History of English by Paul Roberts

15
 Source: Laurel, M., Lucero, A., & Bumatay-Cruz, R. English for academic
and professional purposes. Department of Education: Philippines, 2016.

ANSWER KEY
Pre-Test What’s New
1. B 6. A 11. B Answers may vary
2. A 7. B 12. A
3. A 8. A 13. C
4. D 9. A 14. D
5. C 10. C 15. B
What’s More
Activity 1 Activity 2
1. To explain what a calorie is 1. Text
2. Description 2. Text
3. Possible answers: while, for instance, in order to 3. Text
4. To inform readers on the development of Wrigley’s 4. Structure
chewing gum 5. Structure
5. Order/Sequence 6. Text
6. Possible answers: then, over time, so soon, once 7. Text
again 8. Structure
9. Text
10. Text

What I Have Learned

1. however; compare-contrast
2. finally; order-sequence
3. but; compare-contrast
What I Can Do
Activity 1 Activity 2
1. Speech is generally accessible to those around you 1. moreover
2. We can whisper or use signs 2. further
3. Speech can alert and send a message 3. since
4. and
5. before
Post Assessment Additional activity
1. A 6. A 11. A Text structure: order/sequence
2. C 7. C 12. B
3. D 8. B 13. D Graphic organizer: timeline
4. A 9. C 14. D
5. C 10. C 15. B

16
 References

Cennimo, David. “Coronavirus Disease 2019 (COVID-19).” Medscape, September

16, 2020. https://emedicine.medscape.com/article/2500114-overview#a1

Centers for Disease Control and Prevention. Considerations for wearing masks.
US
Department of Health & Human Services, September 16, 2020.
https://www.
cdc.gov /coronavirus/2019-ncov/prevent-getting- sick/cloth-face-cover
guidance.html

Cimatu, F. (2020). In Baguio, Magalong returns as top investigator - for

coronavirus contact tracing. Rappler, September 16, 2020
https://rappler.com/ newsbreak/in-depth/magalong- returns-as-top-
investigator-coronaviruscontact-tracing-baguio

Laurel, M., Lucero, A., & Bumatay-Cruz, R. English for academic and
professional purposes. Department of Education: Philippines, 2016.

Pa Svenska, Denna sida. The structure of academic texts. Karolinska Institute,

2018. https://kib.ki.se/en/write-cite/academic-writing/structure-academic-texts

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