English for Academic and

Professional Purposes
Quarter 1 – Module 2:
Uses Knowledge of Text Structure to
Glean the Information He / She Needs

`
English for Academic and Professional Purposes
Alternative Delivery Mode
Quarter 1 – Module 2: Uses Knowledge of Text Structure to Glean the Information
He / She Needs
First Edition, 2020

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Published by the Department of Education Schools Division Office Quezon City

Quezon City Local Government
Schools Division Superintendent Jenilyn Rose B. Corpuz
Honorable Mayor Josefina Belmonte Alimurong

Development Team of the Module

Writer: ERLINDA H. CARSOLA

Editor: CRISTINA F. ABANADOR
Reviewer: MA. NIMFA R. GABERTAN
Illustrator: RYAN RIC E. MARY
Layout Artist: RYAN RIC E. MARY
Management Team: JENILYN ROSE B. CORPUZ, CESO VI, SDS
FREDIE V. AVENDANO, ASDS
JUAN C. OBIERNA, CHIEF, CID
HEIDEE F. FERRER, EPS-LRMS
MA. NIMFA R. GABERTAN, EPS - ENGLISH

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English for Academic and
Professional Purposes
Quarter 1 – Module 2:
Uses Knowledge of Text Structure to
Glean the Information He / She Needs
Introductory Message
For the facilitator:

Welcome to the Senior High School English for Academic and Professional Purposes
Alternative Delivery Mode (ADM) Module on Uses Knowledge of Text Structure to
Glean the Information He / She Needs

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 in 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
learning. Furthermore, you are expected to encourage and assist the learners as they
do the tasks included in the module.

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For the learner:

Welcome to the English for Academic and Professional Purposes Alternative Delivery
Mode (ADM) Module on Uses Knowledge of Text Structure to Glean the Information
He / She Needs

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action, and purpose. Through our hands, we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner is
capable and empowered to successfully achieve the relevant competencies and skills at
your own pace and time. Your academic success lies in your own hands!

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

What I Need to Know competencies you are expected to learn in the
module.
This part includes an activity that aims to
What I Know check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity, or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent
What’s More 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
What I Have Learned sentences/paragraphs to be filled in to
process what you learned from the lesson.

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 This section provides an activity that will help
What I Can Do you transfer your new knowledge or skill
inreal-life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned. This also tends the retention
of learned concepts.
This contains answers to all activities in the
Answer Key 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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 What I Need to Know

This module was designed and written in support of the revised curriculum set by
the Department of Education (DepEd) to deliver education while ensuring the health and
safety of learners and educators in this time of “New Normal”. The lessons in this module
are aligned with the Most Essential Learning Competencies (MELCs) crafted to
streamline the K to 12 Curriculum.

As you go through this module, you will gain a better understanding of the text
structures that you need to gather information in reading and writing.

Reading and writing for students of the millennium or the so-called “millennials”
like you are tasks that you do not enjoy much. It is understandable with the too many
technologically-aided-recreational activities that take your time off. However, reading is
something a student like you should consider important. It does not only develop your
mind, but it also improves your communication skills that are needed in oral and written
interaction. Hard it may seem at the start, but being able to recognize common text
structures found in reading texts can help you monitor your comprehension and question
how the sections that follow are consistent with the identified text structure.

At the end of this module, you should be able to:

1. identify and analyze text structures;
2. navigate the various structures presented within fiction and nonfiction text;
3. recognize these text structures in what you are reading;
3. write paragraphs that follow common text structures.

______________________________________________________________________

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 What I Know

Multiple Choice. Encircle the letter of the correct answer.

1. The similarities and differences between two or more things.
A. Compare C. Contrast
B. Compare and Contrast D. Cause and Effect

2. The event that explains why something happens.

A. Contrast C. Cause
B. Problem D. Compare

3. It is written in a style that tells what happened and why it happened.

A. Problem and Solution C. Question and Answer
B. Chronological D. Cause and Effect

4. It shows events as they happen over time or gives steps.

A. Chronological C. Cause and Effect
B. Description D. Question and Answer

5. It is implied by signal words “for, similar, same, alike, both, on the other hand,
U
instead"
A. Comparison C. Description
B. Question and Answer D. Cause and Effect

6. It tells of a conflict and how the conflict is solved

A. Problem C. Problem and solution
B. Description D. Solution

7. Before putting the ingredients together, we watched a video on how the adobo dish
is cooked. Then we were able follow the directions, step by step. Before long our
adobo is ready.
A. Descriptive C. Sequential
B. Cause and Effect D. Question and Answer

8. The signal words “first, second, following, and finally" suggest a...
A. Description C. Cause and Effect
B. Problem and Solution D. Chronological

9. The information is organized in the order of time.

A. Chronological C. Sequence/Process
B. Problem and solution D. Spatial

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10. It shows the position, area and size of things.
A. Chronological C. Sequence/Process
B. Problem and solution D. Spatial

11. There is a certain store near my school that I consider my favorite place to shop.
Right at the glass counter are an array of accessories for gadgets, bags, and even for
hair of different designs and colors. Along the sides hang posters of KPOP artists and
beautiful sceneries. School supplies are located inside the store with a staff ready to
assist my needs. For photocopying and printing jobs, the left innermost part of the
store is where it is at.
A. Chronological C. Sequence/Process
B. Problem and solution D. Spatial

12. Astronomers say that a star begins as a cloud of hydrogen and helium. The cloud
collects bits of dust and more floating gases as it moves about. Then it begins to
warm as more dust and gases are pulled into it. As the cloud becomes denser after a
long period of time, heat and friction cause the atoms to explode. That is how a star is
born.
A. Chronological C. Sequence/Process
B. Problem and solution D. Spatial

13. One blustery winter night, the family awoke to frantic rapping at the door. Elijah
opened it to see Amos, a friend from nearby Manlius, with two runaways—a young
woman and a small girl, both looking terrified and both shivering in drenched, tattered
clothes.
A. Description C. Cause and Effect
B. Problem and Solution D. Chronological

14. Startled, Krin and Paula spun around. Before they could even utter something like
“Uh-oh,” the window shutters clapped closed, too. And if this wasn’t scary enough, the
stairs to the second floor squeaked. When a light in the back bedroom flickered, that
was absolutely the final straw.
A. Compare C. Contrast
B. Compare and Contrast D. Cause and Effect

15. Before coffee and chit-chat, I set up my booth. First, I assemble the lightweight
aluminum poles that frame my protective canopy. After all, the market takes place
come rain or shine. Then I set up my tables and racks to hold my one-of-a-kind, hand
painted sneakers.
A. Problem and Solution C. Question and Answer
B. Chronological D. Cause and Effect

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 What’s In

Understanding the structure of a text, either a fiction or nonfiction, literary or

expository is not an easy task. Hence, lessons related to reading were introduced at
the beginning of the semester to guide you in your quest for a worthwhile pursuit – the
joy of reading.
Let us have a brief review of signal words that could guide you into a better
understanding of how to identify text structures.
Let’s try!
Directions. Fill in the blanks with the correct signal words that will complete the idea in
each sentence. Choose your correct answer from the pool of words below.
whenever moreover in addition to regarding no matter however Despite
since as because now that whereas even if therefore provided when

1.__________ people say, fight for what you believe in.

2. The actor denied the rumor, __________, some pictures reveal the truth otherwise.
3. The hikers went on the climb of Mt. Makiling __________ the heavy rains and
slippery trail.

4.__________ everything has been settled, both parties signed on the contract.
5. The wedding was postponed because of the pandemic, __________, the
reservations in the hotel was cancelled.
6. Constant use of alcohol to stop the spread of the virus is costly, __________,
washing of hands is inexpensive.
7. Filipinos are advised to stay home during the Community Quarantine __________
prohibition of mass gathering.
8. The school year 2020-2021 will be a big adjustment to students and teachers
__________ the new normal is taking place in the education sector.
9. Kerin agreed not to buy a gadget anymore __________ her parents cannot afford its
cost.

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10. A lot of commuters resorted to biking and walking __________ public transport
ceased operation during the Covid-19 outbreak.
11. __________ Filipinos face hardships and tribulation in life, we still manage to smile.
12. The health secretary was forced to put Metro Manila in Enhanced Community
Quarantine again __________ the number of Covid cases has increased.
13. The real strength of a person is tested __________ he is faced with adversity.
14. The teacher in EAPP called the attention of her Grade 12 students _________ the
upcoming online test.
15. Since a lot of teachers are participating in webinars conducted by DepEd and
private education organization, __________, they are ready to start classes in August.
____________________________________________________________________
__

What’s New

E-rubbish

Nowadays, every
household produces electronic
rubbish (or e-rubbish) – an old TV
or computer printer, or an out-of-
date mobile phone we no longer
need. But when we throw these
everyday items away, not many of
us know where these objects go.
The journalist and photographer,
Peter Essick, decided to follow
these-rubbish to several different countries around the world.
https://www.google.com/search?q=gadgets+free+download&tbm

In particular, Essick found a lot of e-rubbish goes to Ghana. There, he saw

mountains of old computers in the local markets. The sellers resell some of them but
not much equipment works. Instead, they recycle the broken computers by melting the

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parts inside. These parts contain a little metal such as copper or even gold sometimes.
However, this process of recycling is dangerous for the workers because it produces
a lot of toxic chemicals.
As a result of his journey, Peter Essick thinks it’s important to stop exporting e-
rubbish. It’s bad for the environment and it’s bad for people’s health. Instead, he
believes manufacturers need to produce more eco-friendly electronics in the future; in
other words, electronic products which you can recycle cheaply, safely and in the
country where they were made. (Pre-Intermediate Student’s Book, 5a Page 59 READING TEXT)

➢ The article you’ve just read tries to tell us that even though some things are
important to human consumption, they could also pose danger to us if not
handled responsibly.

Let’s Practice!
• The bold, italicized words as you already know are signal words. Identify their
relationship to the structure of the text. Example: then – sequence/process

What is it?

Lesson 2 Text Structure

The previous activities were directed on knowing how far you have understood
text structure in your past lessons and identifying the area you are not familiar with. As
you went through the items, you were able to identify the answers based on your prior
knowledge of the lesson. Why is that? It is because text structure refers to how the
information within a written text is organized. It can be an argument or story, the
development of plots in a novel or play, or simply the framework of the text.

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 This method makes it easier for you to understand that a text may present well
the ideas and details that would lead to the unlocking of its meaning. The ability of
recognizing common text structures leads to comprehension. However, understanding
of text structure does not only aid in the understanding of texts, but also enables you to
organize your thoughts as you write.
Moreover, as you move further into the next level of your studies, you would
notice that the simple lessons become more complex, and so are text structures.
The chart that follows shows how text structures are classified according to use
and meaning. Check it out!

Text Description Signal Words

Structure
This structure resembles an outline. Each For example, for
section opens with its main idea, then instance,
Description/
List elaborates on it, sometimes dividing the specifically, in
elaboration into subsections. Example: A particular, in
technical writing book that discusses the addition
mechanism of a clock.

The reader is told the result of an event or Consequently,

occurrence and the reasons it happened. This therefore, as a
Cause and is similar to a chain reaction which has a cause result, thereby,
Effect
that leads to an effect. Example: Symptoms leads to,
patterns could be described that explain why accordingly,
and how a virus was created because, is caused
by, may be due to,
effects of, causes,
in order to
Texts that follow this structure tell about the However, unlike,
differences and similarities of two or more like, by contrast,
Comparison/ objects, places, events or ideas by grouping yet, in comparison,
Contrast their traits for comparison. although, whereas,
Example: A book that explains the similarities similar to, different
and differences of women in Asian countries. from, as opposed

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 to, on the other
hand
A sequence of actions or a span from one Next, first, last,
Order/ event to the next. It could also be texts that tell second, another,
Sequence/ the order in which steps in a process or series then, additionally,
Chronological of events occur. afterwards, soon,
Example: An article about the ways in which a after, finally, before
cloth is woven or simply a recipe book
This structure presents a problem and offers a Answer, hope,
Problem and solution. Some questions could be “What is the possibility
solution problem?”, “What caused the problem?”, “What
is the solution?”
For instance, such
Classification Classifies the differences in two or more topics as, to begin with, an
Example: How are they being described? example is, to
What is important to remember about them? illustrate,

What’s More
The Reasons Text Structure is Important.

1. It gives readers a specific purpose for reading. Different kinds of texts are
organized differently because they are to be read differently
2. It helps the reader understand what is important in the text.
3. It helps readers to comprehend, looking for important topics and ideas so
that they can retell and summarize the text.

1. Classify the signal words according to text structure.

Sequence Description Cause Comparison/ Problem Classification
and Contrast and
Effect solution

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 Following on the other hand prior to looks like dilemma is outcome

Simultaneously consists of yet leads to thus most important

2. Use the signal words in sensible sentences. You may use the chart as a reference.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________

What I Have Learned

Let’s work this out!

Fill in the blanks with any word that you think will complete the thought of each of the
given paragraphs.

1. Descriptive
A ___________ is a kind of ____________. It is composed of __________ that is
intended for __________. There are other ____________ that you can see in the
__________ or ____________. Others use it to ___________ but I prefer using it as
______________.

2. Sequence/Order
This is how a ____________ is cooked. First, you have to ______________. Next,
_______________________________________________,
Then,__________________ __________________________________. After that
_____________________________
___________. Finally, ________________ before serving the ___________ hot.

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3. Comparison/Contrast
The _______________ and ______________ are somewhat similar in some ways.
Both have ___________ and _____________. They are also both good for
______________.
However, there are some ways in which they are different in ______________. They
are also the exact opposite when it comes to ______________. Nevertheless, both
have ___________ to people’s lives.

4. Cause and Effect

The reasons found to have caused _______________ are ______________ and
______________. It happened because of ________________. Finally, due to
_________
_______________. This somehow explains why ____________________.

5. Problem and Solution

__________________ is considered a problem because
_________________________
One of the possible solutions is ____________________. This is helpful because
_______
_______, Therefore, ____________________. As a result,
________________________.

What Can I Do
Practice makes perfect!
Write a short paragraph using one of the text structures then underline the signal
words that appear in the paragraph you have written.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_______________________________________

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 Assessment
Bring it on!
Directions: Identify the word/s that the statement is referring to.
______________1. A text that describes or lists attributes about a certain topic
_____________2. It is used to retell a story in order
_____________3. A tutorial program on how to trouble shoot computers
_____________4. Having a hard time telling apart the traits and characteristics
of friends
_____________5. Trying to figure out how a certain phenomenon happened
_____________6. Recorded a video on how to plant cuttings from camote tops
_____________7. An excerpt from a book on the reasons why World War II
broke
_____________8. Telling a friend about a wonderful experience in Disney Land
_____________9. Demonstrating the steps to follow or do something
_____________10. Listing of features or characteristics of a person/thing
_____________11. Giving a possible solution to a crisis
_____________12. What is being done to solve the conflict?
_____________13. What is so important to remember signal words?
_____________14. Sorting clothes according to use and occasion
_____________16. It is one of the consequences of a drastic decision

Additional Activities

Read the story below and underline as many signal words that you could find.
Underline twice the sentences/phrases that they connect.
The story of the Bicycle

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 https://linguapress.com/intermediate/
bike-story.htm

You may be surprised to learn that the humble bicycle was invented several years later
than the railway locomotive! But the two-wheeler has come a long way since the day it
was invented by a Scottish blacksmith, Kirkpatrick MacMillan, back (it is said) in 1839.

MacMillan developed his bike from an older wheeled vehicle, called a "hobby horse".
This was a wooden horse with two wheels. The rider sat on the horse, and pushed the
vehicle along with his feet. It was not a very fast or safe vehicle, since it had
no steering and no brakes.

MacMillan, nicknamed Mad Pate, modified the hobby horse, by adding a system
of articulated bars. The rider could push the bars back and forwards with his feet, and
make the back wheel go round. He could also steer the bike, as the front wheel could
be turned.

To demonstrate his invention, he cycled 60 miles to Glasgow! It must have been a

terrible journey, on the roads of the day! Pate's bike did not have rubber tyres
or springs.

Mad Pate was not recognised in his time, but other people became interested in
bicycles. Twenty-five years later, a Frenchman called Pierre Lallemant designed
and patented the first bicycle with rotary pedals; and in 1876, H.J.Lawson added
another basic feature, "chain-drive".

Other features, such as rubber tyres and gears, have appeared since then; but the
basic bicycle has not changed.

Since then the bicycle has had a magnificent fortune. Today, it is probably the most
common form of transport in the world, especially in the Third World; and non-polluting
and easy to ride, it has a big future as the town vehicle of tomorrow.
https://linguapress.com/intermediate/bike-story.htm

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 Answer Key

What I Know What’s More Assessment

1. B 1. no matter 1. descriptive
2. C 2. however 2. sequence/order
3. D 3. despite 3. sequence/order
4. A 4. since 4. compare/contrast
5. A 5. moreover 5. cause/effect
6. C 6. whereas 6. sequence/order
7. C 7. in addition to 7. cause/effect
8. D 8. now that 8. descriptive
9. A 9. because 9. sequence/order
10. D 10. when 10. descriptive
11. D 11. even if 11. problem/solution
12. C 12. as 12. problem/solution
13. A 13. whenever 13. descriptive
14. D 14. regarding 14. classification
15. B 15. therefore 15. cause/effect

List of References

https://linguapress.com/inter.htm
http://www.adlit.org/strategies/23336/
https://education.nsw.gov.au/teaching-and-learning/student-assessment/smart-teaching-
http://www.nea.org/tools/using-text-structure.html
https://thisreadingmama.com/non-fiction-text-structure-part-1/
https://keystoliteracy.com/blog/teaching-text-structures/
https://quizizz.com/admin/quiz/57f72097d4f5f8db4504f70c/text-structures
https://www.ngllife.com/content/reading-texts-word
https://www.quora.com/What-are-some-examples-of-spatial-order-paragraphs#:~:text=
https://betterlesson.com/lesson/resource/2632010/text-structure-quiz
http://www.sponsoravillage.ca/2010/01/chronology-sample-paragraph/
https://www.siia.net/archive/neals/2016/filez/442035/688_1732_442035_bb15db61-a8b7-4107-
9c9b-2e1988c398fd_82357_4_1.pdf
Literary Passages: Close Reading (Grade 5) 52 © Scholastic Inc.
https://prezi.com/jjyvzhokl25f/the-5-text-structures/
https://linguapress.com/inter.htm
https://www.google.com/search?q=gadgets+free+download&tbm

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