ENGLISH FOR ACADEMIC AND

PROFESSIONAL PURPOSES
Quarter 1 – Module 2
Knowledge of Text Structure to Glean the
Information He/She Needs

11
English for Academic and Professional Purposes
Alternative Delivery Mode
Quarter 1 – Module 2: 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 of Antique

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Content and Language Editors: Sarah Michelle C. Nietes, Francisco E. Misajon Jr.
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Office Address: Binirayan Hill, San Jose de Buenavista, Antique

Telefax: (036) 540-9837
E-mail Address: antique@deped.gov.ph
ENGLISH FOR ACADEMIC AND
PROFESSIONAL PURPOSES
Quarter 1 – Module 2
Knowledge of Text Structure to Glean the
Information He/She Needs

1
 Aiming at the Target
In this module, you will learn to use your knowledge of text structure to
glean the information that you need (CS_EN11/12A-EAPP-Iac-4).

Trying the Challenge

Before digging deeper into our topic, try answering the following exercises.

A. Determine the text structure used in the sentence. Choose the letter of the
correct answer from the given choices. Write your answers on your answer
sheet.

A. Problem/Solution D. Description
B. Compare/Contrast E. Cause/Effect
C. Sequence

1. Mouse deer in Vietnam are listed extinct. Some villagers are trying to solve this
problem. Otherwise, mouse deer may only be seen one day in zoos. People are
trying to save the rain forests and woodlands where the mouse deer live from
being cut down. It will take many people working together to solve this problem.
2. Pepito was biking on a rough road. The laces on one of his shoes came loose. He
couldn’t control his biking and fell down the hill.
3. Young birds learning to fly are quite interesting to know. First they learn to
spread their wings, flapping them is the next step, and soon after, flapping
becomes flight.
4. His smile brightens the room. It is like sunlight that radiates light and gives life
to every soul.
5. Chimpanzees and humans show similarities in some ways. When tickled by its
mother a baby chimp laughs. After a fight, chimpanzees kiss and make up. To
show comfort, they hug and pat each other on the back. On the other hand,
there are also differences between chimpanzees and humans. Chimpanzees are
bigger than humans and are much stronger. In terms of cognition human brain
is about three times as big as the brain of chimpanzees. (Canada Media Fund,
Copyright @CBC 2020)

B. Below is a paragraph about cats and dogs. Read and give the similarities and
differences of the two using a Venn diagram.

Cats and dogs both give comfort to humans. They are four legged predators
securing their masters’ safety. Cats are known to be more independent and are less
demanding. Dogs are obedient but require more attention and regular walks. Dogs,
compared to cats, are extremely communicative through their body language. On
the other hand, cats hunt on their own. It is seemingly obvious that dogs bark and
cats meow, right?

1
 During the day, dogs are at their most active while the cats tend to sleep any
time of the day. Whenever there are enemies, dogs will bare their teeth and have
fierce looks in their eyes while cats twitch their puffed up tail and are known for
their dilated pupils.

Use Knowledge of Text

Lesson
Structure to Glean the
1 Information He/She Needs
Have you encountered difficulty in understanding a text and read it again
because the structure of the text is quite unclear? Do you think having knowledge
on text structure can be very helpful to students like you?

To accomplish the purpose of the written text, authors choose certain text
structures to organize their ideas. Readers will understand the text, remember the
important information, and be able to use the structure to write their own texts if
they are knowledgeable with text structure.

2
 Connecting to the Past
Read each statement carefully. Select the letter that corresponds with the
sentence. Write your answer on your answer sheet.

A. Problem/Solution D. Description
B. Compare/Contrast E. Cause/Effect
C. Sequence/Chronological

1. It uses signal words such as one example, another, and in addition to.
2. It is an article that shows what happened and why it happened.
3. It presents an issue that is solved?
4. It shows similarities and differences of two things.
5. It uses the signal words- first, second, then, and finally?
6. It shows something that is done in time order?
7. Because, Since, Therefore, and As a result are all signal words for which text
structure?
8. Chimpanzees live in groups and like each other a lot, but sometimes they fight.
9. When you are given information about one topic, which text structure is being
used?
10. A chimpanzee's body is made for climbing and swinging in the trees. First, it
uses its long arms to reach a branch.

Gearing Up to Start

Below is short story entitled Twilight. Present the sequence of events using a
sequence chart. Write your answer on your answer sheet

The Twilight Saga by Stephenie Meyer is a story of a girl named Bella who is
living with her father in Washington. She was shy in her first day at school. Next,
she meets a boy named Edward who is silent but rude.

Then, after an encounter in the parking lot, Bella nearly gets run over by a
classmate. With Edward’s lightning speed, he races over to protect Bella from the
car that is plummeting her way. Bella questions his unusual strength, only to find
out he is a vampire.

The vampire-human relationship is filled with obstacles but with adventure.

As the relationship develops Bella thought it would be good to be turned into a
vampire herself, but Edward refuses. In the last scene, they danced under the
moonlight proving their strong love.

3
 Hitting the Target
You had a glimpse of our topic, Uses Knowledge of Text Structure to Glean
the Information He/She Needs through activities you worked on the previous
sections of your module. This time, you will now become familiar with the topic in
this part of your module.
Text structure refers to the organization of information within a written
text. Recognizing common text structures helps students like you monitor your
comprehension.

There are five common text structures that you can use to glean information
in order to understand the text.

1. Problem/solution. A problem is presented and an answer can be done to

remedy the issue given.
Example:
Problem: What should we do to reduce the level of carbon dioxide in the
atmosphere?
Solution: Use renewable energy to fuel your home and vehicles.

2. Sequence. This uses a set of related events, movements, or things that follow
each other in a particular order.
Example:
As the redcoats closed on him, he watched his fellow soldiers drop, one after
another.

3. Description. This gives the reader a mental picture and features a detailed
description.
Example:

4
 My dog’s fur felt like silk against my skin and her black coloring shone,
absorbing the sunlight and reflecting back like a pure, dark mirror.

4. Compare and Contrast. This explains how things, ideas, people, etc. are similar
and different.
Example:
Compare: The men are all wearing brown hats.
Contrast: There are three women but only two men.

5. Cause and Effect. Explains how one event leads to another.

Example:
Cause: We received seven inches of rain in four hours.
Effect: The underpass was flooded.

Did you enjoy using knowledge of text structure to glean the information? I
bet you did! Now let me check how well you have understood the lesson. Get your
pen ready!

Strengthening the Grasp

In this section of your module, you will apply the insights you have learned,
the skills you have developed and the information you have gathered from previous
activities. Your task now is to involve more of your skills and knowledge in using
text structure to glean information.

Read the passage and answer the questions below. Write your answers on
your answer sheet.

The Carabao is the national animal of the Philippines. It symbolizes

strength, power, efficiency, perseverance and most of all, hard work. First, it is the
alternative to a tractor, the alternative to a machine-powered plow, never
complaining and always at the “mercy” of its master. Carabaos are termed as
“beast” but become a good source of food for the Filipinos. Like dogs, carabaos are
“Filipino’s best friend” as what most farmers call it. The Philippines may experience
scarcity of other types of meat but carabaos meat will always be present.

Questions:

1. Based on the paragraph above, which sentence presents the following?

a. Problem/solution
b. Sequence
c. Description
d. Compare and contrast
e. Cause and Effect

2. What words` or phrases were used in the sentences that served as your
basis?

5
 3. What do you call those words/phrases?

4. Can you give other text structure and provide your own example?

Wow! Excellent! You are now half way to your goals.

Wrapping Up to Go
The common structure of texts used by authors in guiding their readers to
comprehend the text are Problem/Solution, Sequence, Description, Compare &
Contrast and Cause & Effect.

In gleaning information, the best way is to identify and analyze text

structures which helps the readers to navigate various structures presented within
the text.

Relating to Real Life

You are now ready to perform your practical task in this module. You are on
your own to figure out which of the skills and knowledge you learned in the
activities that would you use to meet the given task.

A problem about a ship that sunk and trapped seafarers in the Caribbean is
presented. Provide the following solutions to the problem and answer the follow up
questions. Write the answers on your answer sheet.
Significance of the problem: (Why is
Problem: (Be brief and use your own the problem
words!) important? How is it causing harm? In
The ship sunk, trapping 50 seafarers other words, why do
3, 600 feet below sea level. we care about the problem?)

Rationale for solutions: (How does the

Solution(s) for the problem: (How can
solution work?
this problem be fixed or helped?)
Why will it be effective?)
1.

2.

Perfect! You did very well on that, dear learner.

6
 Checking the Target
This time, be ready to the final phase of the lesson, you will now practice the
things you have learned. Let us begin by answering this activity.

Write a three paragraph essay about a place, object, person or event that
you are familiar with or know very well. Use the descriptive text structure in writing
your essay. (See attached rubrics as basis for scoring. Write the essay on your
answer sheet.)
NEEDS TO
EXCELLENT GOOD REGULAR
IMPROVE
4 points 3 points 2 points
1 point
Student Student Student There is no clear
demonstrates addresses the addresses the focus in the text
full topic topic in an because student
understanding of appropriately appropriate way, does not
the topic and and maintain a but sometimes understand the
develop the text clear focus. wander off. topic or the
Text focus in a way that is Student shows Student points to be
clear for the understanding of demonstrates followed.
reader’s the text topic. limited
understanding. understanding of
the topic.
Student Student Student does not Student needs
introduces in identifies the introduce what help to focus on
detail the subject subject that is or who is going the subject of
that he/she will going to be to be described. description.
describe. The described, but Students divides Student needs
Text focus text is well only provides few the text into some guidelines
divided into details. The text paragraphs, but on what
paragraphs that is divided into the aspects that information
refer to different paragraphs, are described in he/she should
aspects on the each one each paragraph include in each
subject of referring to an are not well paragraph and
description. aspect about the defined. on how he/she
Several subject Qualities are can link the
connectors of description. frequently linked qualities about
addition are Qualities on by the connector the subject of
consistently what or who is “and”. Student description.
used to add being described does not include
qualities to the are linked by one a concluding
subject of or two part to
description. connectors of summarize the
Student includes addition. text.
a concluding Student includes
part to a concluding
summarize the part to
text. summarize the
text.

Congratulations! You have successfully finished the tasks intended to make

you more competent. You are almost at the end of the module.

7
 Enriching the Skill
Your goal in this section is to enrich your undersatnding about our topic, Uses
Knowledge of Text Structure to Glean the Information He/She Needs. Please move on!

DIRECTIONS: Identify topics for cause and effect essays. Put a check on the blank
provided for topics which are good for cause-effect essays.

_____ 1. The reasons why the COVID 19 pandemic had spread rapidly in a short
period of time
_____ 2. Siargao and Palawan as a destination
_____ 3. A short escape to visit my dog
_____ 4. The rampant usage of mobile phones in schools
_____ 5. Explaining proper handwashing to school children
_____ 6. How to play the guitar
_____ 7. Why John Denver’s film became a hit?
_____ 8. Why the death rate is increasing in many countries

Can you think of two additional interesting topics for cause-effect essay?

9. __________________________________________________________________.
10. _________________________________________________________________.

Congratulations! You have successfully finished all the tasks on this module
intended to make you more competent.

8
 9
Connecting to the Past
A.
1. description
2. cause and effect
3. problem/solution
4. compare & contrast
5. sequence
6. sequence
7. cause & effect
8. description
9. description
10. sequence
Trying the Challenge
1. A
2. E
3. C
4. D
5. B
Finding the Score
 10
Strengthening the Gap
1. Problem/solution- (None)
2. Sequence (First, it is the alternative to a tractor, the
alternative to a machine-powered plow, never complaining
and always at the “mercy” of its master.)
3. Description (The Carabao is the national animal of the
Philippines. It symbolizes strength, power, efficiency,
perseverance and most of all, hard work.)
4. Compare and contrast (Like dogs, carabaos are “Filipino’s
best friend” as what most farmers call it.)
5. Cause and Effect (Carabaos are termed as beast but is in
fact becomes a good source of food for the Filipinos. Like
dogs, carabaos are “Filipino’s best friend” as what most
farmers call it.
Gearing Up to Start
 11
Checking the Target
Students answer on this part vary
Enriching the Skill
 1.
_____ 2.
_____ 3.
_____ 4.
_____ 5.
_____ 6.
7.
8.
Relating to Real Life
References
Books

Simonsen, S. (1996). Identifying and Teaching Text Structures in Content

Area Classrooms. In D. Lapp, J. Flood, & N. Farnan (Eds.), Content Area
reading and Learning: Instructional Strategies (2nd ed.). Needham Heights,
MA: Allyn and Bacon.

Laurel, M.M. C., Lucero, A. F., & Bumatay-Cruz, R. T. (2016). English for
Academic and professional Purposes. First Edition. Sunshine Interlinks
Publishing House, Inc. 3F Maine City Tower, 236 Tomas Morato Avenue,
Brgy. South Triangle, Quezon City.

On Line Sources:

Retrieved June 26, 2020 from

http://www.uefap.com/writing/feature/explicit.htm
Retrieved June 26, 2020 from
http://msswansclass.weebly.com/uploads/4/6/2/0/4620959/text_structu
re_signal_words.pdf
Retrieved June 26, 2020 from
https://www.google.com/search?q=CeDec.Creative+Commons+rubrics&tbm
=isch&source=iu&ictx=1&fir=Pr1Aki0P6ga4JM%252C8JxveDxGbDnOmM%2
52C_&vet=1&usg=AI4_-
kS_ynijdvxGhlRP1xT8pC489j97Fw&sa=X&ved=2ahUKEwi88aiBtLbrAhWME
qYKHUAWABMQ9QEwAHoECAoQHg#imgrc=Pr1Aki0P6ga4JM

12
 NEEDS TO
EXCELLENT GOOD REGULAR
IMPROVE
4 points 3 points 2 points
1 point
Student Student Student There is no
demonstrates addresses the addresses the clear focus in
full topic topic in an the text
understanding appropriately appropriate because
of the topic and maintain way, but student does
and develop a clear focus. sometimes not
Text focus the text in a Student wander off. understand
way that is shows Student the topic or
clear for the understanding demonstrates the points to
reader’s of the text limited be followed.
understanding. topic. understanding
of the topic.
Student Student Student does Student needs
introduces in identifies the not introduce help to focus
detail the subject that is what or who is on the subject
subject that going to be going to be of description.
he/she will described, but described. Student needs
Text focus describe. The only provides Students some
text is well few details. divides the guidelines on
divided into The text is text into what
paragraphs divided into paragraphs, information
that refer to paragraphs, but the he/she should
different each one aspects that include in
aspects on the referring to an are described each
subject of aspect about in each paragraph
description. the subject paragraph are and on how
Several description. not well he/she can
connectors of Qualities on defined. link the
addition are what or who is Qualities are qualities
consistently being frequently about the
used to add described are linked by the subject of
qualities to the linked by one connector description.
subject of or two “and”. Student
description. connectors of does not
Student addition. include a
includes a Student concluding
concluding includes a part to
part to concluding summarize
summarize the part to the text.
text. summarize
the text.

13
For inquiries or feedback, please write or call:

Department of Education – Schools Division of Antique

San Jose de Buenavista, Antique

Telefax: (036) 540-9837

Email Address: antique@deped.gov.ph

 Activity Answer Sheet
English 11
Quarter 1 – Module 2

Name ____________________________________ Grade & Section_______________

Trying the Challenge

A.
1.__________________
2.__________________
3.__________________
4.__________________
5.__________________

B.

Connecting to the Past

1.__________________ 6.__________________
2___________________ 7.__________________
3___________________ 8.__________________
4___________________ 9.__________________
5___________________ 10.__________________
 Activity Answer Sheet
English 11
Quarter 1 – Module 2

Gearing Up to Start

Strengthening the Gap

Sentences Text Structure
1.
2.
3.
4.
5.

Wrapping Up to Go
1. What are the common text structures?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 Activity Answer Sheet
English 11
Quarter 1 – Module 2

2. What are the importance of text structures

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________________

Relating to Real Life

Problem: (Be brief and use your Significance of the problem:
own words!)

The ship sunk, trapping 50

seafarers 3, 600 feet below sea level.

Rationale for solutions:

Solution(s):

1.

2.

Checking the Target

Activity 1
1. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____________________________________________________________________
 Activity Answer Sheet
English 11
Quarter 1 – Module 2

2. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____________________________________________________________________
3. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____________________________________________________________________

Enriching the Skill

1.__________________
2___________________
3___________________
4___________________
5___________________
6___________________
7___________________
8.__________________
9.__________________
10._________________