Republic of the Philippines

Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

LEARNING ACTIVITY WORKSHEETS #1

ENGLISH 7
Name: Date: Score:

Learning Objectives:
1. Determine the features of academic writing
2. Evaluate a written work based on the principles of academic writing

Learning Inputs:

To successfully accomplish written tasks in school, students like you need to apply
writing practices depending on the form that is required. For instance, writing a formal
essay, a synthesis paper, a research article, or a book review would require a certain
level of formality in terms of sentence structure and word choice. Writers of such texts
employ academic writing.

Academic writing can also be characterized by the conciseness and clarity of its
style, its coherent and logically sequenced structure, and the use of evidence-based
concepts and arguments. In deciding on whether your composition follows the features
of academic writing or not, you may use the following questions:

1. Is the overall style formal?

• Is it free from slang or informal words and expressions?
• Are all the words written in their complete form (i.e., no abbreviations and
contractions)?
• Is it free from two-word verbs and idiomatic expressions?

2. Is the text objective and impersonal?

• Does it use third-person pronouns instead of first and second?
• Is it free from opinion markers such as I think, for me, and personally?

3. Is the written material well-structured?

• Are the sentences concise?
• Are the ideas and concepts accurate?
• Are the pieces of information arranged logically?
• Does the text consist of statements instead of direct questions?

4. Is the text free from overgeneralizations?

• Does it use words and expressions that give a room for uncertainty (hedging)?

Reference: University of Leeds. (2022, September 10). Academic writing.

https://library.leeds.ac.uk/info/14011/writing/106/academic_writing

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Learning Opportunity 1
Directions: Analyze the following sentences on the features of academic writing. Write T
if the statement is true and F if it is false.

_____1. Writers of academic texts should support their arguments with facts and other
forms of evidence.

_____2. Academic writing is a form of writing that is widely used in schools and
universities.

_____3. Discussing several ideas in one sentence is a characteristic of academic writing.

_____4. The use of formal language is required in writing academic texts.

_____5. Stories and poems are examples of academic writing pieces.

Learning Opportunity 2
Directions: Read the following paragraph and locate words and phrases that show errors
on formality. Categorize the errors using the table that follows. Clue: There are two errors
per category, and the first one has been marked for you.

Distance learning has been kinda challenging both for teachers and students.
Nevertheless, there are ways by which they can successfully carry out their tasks despite
the difficulties. For instance, teachers can be techie and utilize the available technology
in crafting learning materials and assisting their learners. Kiddies, on the other hand, may
apply prioritizing techniques for them to finish all the given activities. It has been observed
that when learners put off a task, it usually leads to cramming; thus, they’re advised to
finish their assignments ASAP. With these practices, among others, everyone can be an
education champ.

Informal Words
Contractions Abbreviations Two-Word Verbs
and Expressions

kinda

(kind of)

Quarter: 4 Weeks: 1-2

MELC 1: Distinguish features of academic writing
(EN7WC-I-c-4.2)
(Government Property. Not for sale)
2
Learning Opportunity 3
Directions: Encircle the word that serves as a hedging device (for language distance or
uncertainty) in each of the following sentences.

1. The situation seems to get better each day.

2. The students’ high scores could be attributed to their motivation to do the given task.

3. It is likely that the students will also perform well in the rest of their subjects.

4. The rates of submission of learning materials are generally high in all the grade levels.

5. The number of activities given to the students appears reasonable.

Learning Opportunity 4
Directions: Analyze the following pairs of sentences. Put a check mark (✓) before the
statement that better shows the structure of academic texts.

There are many students who chose the modular distance learning
modality.
1
Out of the 1,200 students, 950 chose the modular distance learning
modality.

The study was conducted within Metro Manila.

2
The study was conducted in a public junior high school in Metro
Manila.

Some viewers disagreed with the controversial advocacy campaign

on mental health.
3
Some viewers did not agree with the controversial advocacy
campaign on mental health.

Frontline health workers are facing a very challenging task on a day-

to-day basis.
4
Frontline health workers face an arduous task everyday.

What would the post-pandemic classroom look like?

5
It is important to think about what the post-pandemic classroom
would look like.

Quarter: 4 Weeks: 1-2

MELC 1: Distinguish features of academic writing
(EN7WC-I-c-4.2)
(Government Property. Not for sale)
3
Learning Opportunity 5
Directions:

The given excerpt has been modified to show possible errors on formality, impersonality,
structure, and hedging. Analyze each sentence and put a check mark (✓) if it has no error
on each feature. Otherwise, indicate the error on the space provided. The first one has
been done for you.

1In his article titled Classical Conditioning, McLeod (2018) argues that CC has an
implication to the learning process. 2He states that students associate positive emotional
experiences with learning.

3In relation to this, he adds that classical conditioning emphasizes how crucially
important of learning from the environment and supports nurture over nature. 4The
learning environment set by the teacher plays a big role in the overall learning experience
of the students.

5Traditional examination rules such as “observe silence” and “zero noise” should
be a thing in the past. 6The Smart TV and Kahoot’s background music serve as effective
stimuli to the students while taking the test. 7We think that it is a positive way to deal with
the stigma of taking the exam in a traditional manner.

Reference: Real, J. & Lagang, A. (2020). Compendium of School Researches. Using a modernized modified classical
conditioning method in improving the periodical test scores of Grade 10 Decathlon students of
Captain Albert Aguilar National High School S.Y. 2019–2020.

Sentence F I S H
Number Formality Impersonality Structure Hedging
1 abbreviation ✓ ✓ ✓

Quarter: 4 Weeks: 1-2

MELC 1: Distinguish features of academic writing
(EN7WC-I-c-4.2)
(Government Property. Not for sale)
4
Learning Objectives:
1. Distinguish among the types of interpersonal communication
2. Determine the most appropriate strategies for various interpersonal
communication situations

Learning Inputs:
INTERPERSONAL COMMUNICATION

Successful interpersonal communication is crucial in attaining an accurate

understanding of concepts, thoughts, emotions, and opinions from other people. On a
daily basis, we perform interpersonal communication with individuals at home, in school,
in the workplace and in the community; thus, it is important to do it effectively.

Some of the most common interpersonal communication tasks are conversations,

dialogs, and interviews. Here are some tips that you can use in successfully conducting
each of them.

For Conversations:
• Express your ideas clearly and openly.
• Use non-verbal communication strategies such as eye contact, facial
expressions, and hand gestures to emphasize certain thoughts and emotions.
• Make the act highly interactive and collaborative.
• Listen attentively to the person you are conversing with.
• Give constant feedback, including laughter and nodding, to prompt the speaker to
continue.
• Avoid making hasty generalizations and conclusions.

For Dialogs:
• Know the topic and goal of the dialog.
• Provide clear and precise information on the topic being discussed.
• Listen carefully to every detail being shared by the other person.
• Give appropriate feedback on what the other person has stated.
• End the dialog with an agreement or closure.

For Interviews:
• Do advance research on the topic of the interview and the background of the
interviewee.
• Greet the interviewee and start with light questions.
• Stay focused on the questions and the flow of the interview.
• Listen closely to the interviewee’s response, so you can give an appropriate
feedback or ask a relevant follow-up question.
• Do a wrap up and thank the interviewee for his/her time and willingness to
answer your questions.

Reference: Richards, J. (2009). Teaching listening and speaking: From theory to practice. SEAMEO
Regional Language Centre.

Quarter: 4 Weeks: 1-2

MELC 2: Employ a variety of strategies for effective interpersonal communication
(interview, dialog, conversation) (EN7OL-I-b1.14)
(Government Property. Not for sale)

5
Learning Opportunity 1
Directions: Identify the interpersonal communication tasks described in the following
statements – interview, dialog, or conversation.

1. It may be done for research and job application purposes.

2. It is the form of communication that is most likely done daily.

3. It is a planned and structured interpersonal communication task.

4. It requires a clear and open expression of thoughts and emotions.

5. It normally follows a precise flow that is guided by a set of questions.

6. The flow of communication could be directed from one topic to another.

7. It is a casual exchange of ideas between or among individuals.

8. It is a dyadic communication activity that comes with a specific goal.

9. It is a dyadic communication task that is conducted for a more specific

reason.

10. It is a two-way communication that is usually more formal than a

conversation.

Learning Opportunity 2
Directions: Complete each strategy which you can employ when you engage in an
interpersonal communication. Fill in the blanks the appropriate answers from the word
bank.

Word Bank
active appearance eye focus non-verbal respond

1. Practice listening.

2. on the talk.

3. Consider your .

4. Establish contact.

5. Watch out for cues.

6. to the speaker or give feedback.

Quarter: 4 Weeks: 1-2

MELC 2: Employ a variety of strategies for effective interpersonal communication
(interview, dialog, conversation) (EN7OL-I-b1.14)
(Government Property. Not for sale)
6
Learning Opportunity 3
Directions: Study the situation shown in the illustration below. Suggest an appropriate
strategy to make such interpersonal communication effective. Then, briefly explain your
answer.

Photo Credit: A tale of miscommunication [Online image]. (2019). Wrytin.

https://wrytin.com/likhitasari/a-tale-of-miscommunication-jumo9chc

Describe the given situation.

What interpersonal communication strategies could have been missed by the two
speakers?

How can they enhance their interpersonal communication skills?

Quarter: 4 Weeks: 1-2

MELC 2: Employ a variety of strategies for effective interpersonal communication
(interview, dialog, conversation) (EN7OL-I-b1.14)
(Government Property. Not for sale)
7
Learning Opportunity 4
Directions: Using the panels below, create a comic strip that shows an example of a
dialog between or among friends. Use at least two strategies that exhibit an effective
interpersonal communication between/among the characters involved.

1 2

3 4

END

Learning Opportunity 5
Directions: Recall an interpersonal communication situation that you have previously
engaged in. Then fill in the following blanks with the needed information.

Type of Interpersonal Communication:

Topic: ________________________________________________________________

Person/s You Talked to __________________________________________________

What strategies did you apply in such an interpersonal communication scenario?

How would you describe your performance as a speaker in that situation?

What strategies do you think would be useful in making similar experiences more
effective?

Quarter: 4 Weeks: 1-2

MELC 2: Employ a variety of strategies for effective interpersonal communication
(interview, dialog, conversation) (EN7OL-I-b1.14)
(Government Property. Not for sale)
8