11

English for Academic and

Professional Purposes
Guided Learning Activity Kit
Introduction to Technical Reports
Quarter 2- Week 4

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English – Grade 11
Guided Learning Activity Kit
Introduction to Technical Reports
Quarter 2- Week 4

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Development Team of the Activity Sheet

Writer: Jethro Ray A. Ticong
Editor/ Reviewer: Grace B. Montevirgen
Graphic Artist: Liezel L. Cruz

Management Team: Leonardo D. Zapanta EdD., CESO V

Michelle Ablian-Mejica EdD.
Manolito B. Basilio EdD.
Gina R. Borje
Garry M. Achacoso
Rachelle C. Diviva

Printed in the Philippines by Department of Education

Region III
Schools Division of Zambales
Zone 6, Iba, Zambales
Tel./Fax No. (047) 602 1391
E-mail Address: zambales@deped.gov.ph
Website: www.depedzambales.ph
 Introduction to Technical
Reports

Introduction

In your chosen strand of specialization, what do you think the kind of

report your teacher might require you to write? And how would it help you
grow professionally and skillfully in the future?
In the advent of information dissemination, learners in the 21 st
Century, especially the Senior High School, are expected to have accessed,
processed, and prepared various reports and other related papers.
Learning how to read, analyze and prepare different kinds of reports
will help you enhance and develop your skills in research composition. For
these are the basic requirements in all kinds of fields and workplaces
nowadays.
Technical reports, on the other hand, paved the way for the enrichment
of effective research writing that entails all the related subjects in Senior High
School Program like Practical Research, Reading and Writing Skills, Inquiries,
Investigations and Immersion, and many more.
Through this Guided Learning Activity Kit (GLAK), you will be learning
how to appreciate technical reports thru understanding its principles, styles,
purposes, and structures.

Learning Competency

Determines the objectives and structures of various kinds of reports

(CS_EN11/12A-EAPP-IIe-j-6).

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 Objectives

At the end of this guided learning activity kit, you will be able to:
1. appreciate the value of reports in the academe and professional
worlds;
2. identify the different writing style for reports;
3. understand the basic parts and purposes of different report
sections; and
4. determine the objectives and structures of various kinds of reports.

Review

In our previous lesson, you have learned how to write a position paper
effectively thru gleaning bits of information from the suggested issue viz
SOGIE Bill, Resumption of classes after pandemic and etc.

To check your understanding about our previous lesson, let us try this
assessment below.

Directions. Below are jumbled parts of the position paper. Put them into the
correct order by using numbers to represent the sequence. Write your
answers on your paper.

A. Counterargument
B. Explanation for the said reason
C. Stand
D. Suggested Action
E. Example/s of the said reason
F. Reason
G. Explanation for the said action
H. Possible weaknesses of the action
I. Supporting Evidence
J. Strong points of the said action
K. Topic

Very good! You have achieved

excellently your goal!

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 Discussion

Written reports according to Miciano M. & Miciano R. (2016) have different

purposes in the academe and professional worlds. In school, your teachers may use
your reports as a gauge of your learning. They may use it, for instance, to evaluate
your ability to see connections between a concept discussed in class and real-life
situations. In the professional world, reports serve as very important records of
decisions (as in the case of feasibility report).

Thus, knowing how to write a good report is an essential skill for academic
and professional success.

WRITNG STYLE FOR REPORTS

Regardless of type, your report should be written in a language that is concise, clear,
objective, and non-discriminatory.

• Concise writing – means efficient writing. Your text should state an idea with
the least number of words without affecting meaning. This means editing your
report in order to cut unnecessary words and shorten expressions. For
example:

From: To:

All the participants in the study were The interviewees were 30-year old
male who were 30 years old. They male residents of Brgy. Taltal,
were all residents of Brgy. Taltal, Masinloc, Zambales.
Masinloc, Zambales. They were
interviewed.

• Clear writing – means writing that transmits to the reader the exact idea that
you have in mind. Ideas are clear if they are expressed in concrete terms.
“Concrete” means something that can be perceived; its opposite is abstract,
something that cannot be perceived.

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 • For example:

From: To:

Many of the participants reported Fifty-five percent (55 out of 100) of

being “very satisfied” with the the participants reported being “very
Barangay Health Unit’s service. satisfied” with the Barangay Health
Unit’s maternal health service.

• Objective Writing – means writing that is free of emotionally loaded or biased

words, so that the report appears neutral or factual. For example

From: To:

Unfortunately, a huge majority of the Seventy percent of the respondents

respondents were “very dissatisfied” were “very dissatisfied” with the
with the Barangay Health Unit’s Barangay Health Unit’s maternal
maternal health service. health service.

Being objective also includes removing any hint of personal judgment

in your writing. Consider, for example, the sentence below.

The residents of Barangay X hoarded basic goods just before the super typhoon
struck.

The word “hoard” has a negative connotation and its use in the
sentence may suggest that the writer disapproves of what the residents did.
A more neutral equivalent is suggested, as shown below.

The residents of Barangay X bought more than the quantity of basic goods
before the super typhoon struck.

• Nondiscriminatory writing – refers to writing that treats all people equally with
respect. Be careful to use nondiscriminatory language when referring to the
following:

Gender – your language should reflect treatment of people of different genders.

Avoid using words like man, mankind, or he to refer to people in general, as

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 “people” includes various genders. Rather, use gender-neutral terms like
people or humanity. In addition, do not assume that the default gender is
masculine. For example, consider the sentence below:
A student must have his parents sign the waiver.

In this sentence, there is an assumption that the subject must be a

male student. So unless this sentence refers to a particular case in which the
student being talked about really is a male, it had better be revised to be
gender-neutral, as shown below.
Students must have their parents sign the waiver. OR
Parents must sign the student’s/child’s waiver.

Moreover, be careful with the use of the affixes -man, -woman, or -ess
as in barangay chairman, presidential spokeswoman, and directress. We
suggest that you use gender-neutral equivalents instead, such as chair or
chairperson, spokesperson, or director.

Age – reports must state precisely the age of any human participants in a
study. For example, use “respondents aged 60-65” instead of elderly people.”
Take note, as well, of the usage of the following terms:
▪ boys, girls – for people less than 18 years old
▪ men, women – for people 18 and above
(American Psychological Association, 2003)

Disability – never refer to people through their diseases or disabilities, as in

“autistics.” Use instead “person/s or people with _____,” as in “a person with
autism.”

PARTS OF A REPORT

Report parts may vary depending on the type and the teacher’s requirement.
However, it can be said that the most reports contain the following sections

Introduction – its purpose is to present the objectives of the report.

Depending on whether the report is a school or professional assignment, the
readers and what they need to see in the introduction varies.

Procedures – it details the action done, and as applicable, the materials used
or the participants involved in order to fulfill the purpose of the report.

Results and Discussion – it presents the findings resulted from the

procedures performed.

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 Conclusion – depending on the report assigned, the conclusion may contain
any one or all of the following:
• a recap of key findings in the body
• a final answer to the main question raised in the introduction.

Great! Now that you have already understood

the lesson, let us now proceed with the activities.

Activities

Guided Practice 1: What Do You Suggest?

Directions. Recall your favorite movies that you have watched before and complete
the chart below by simply answering the questions that follow. Write your answers
on your paper.

• What are your top five favorite movies?

• What is the genre of the movie?
• How did the characters behave?
• Would you recommend it to your friends? Why? Write your
short report about the said movie.

MOVIE GENRE CHARACTERS RECOMMENDATIONS

1.

2.

3.

4.

5.

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Guided Practice 2: How Can This Be Written?

Directions. Rewrite the following sentences according to the writing style prescribed
each item. Write your answers on your paper.

I. Concrete
1. Few of the respondents reported knowing about the DOH campaign on
CoViD-19.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

II. Nondiscriminatory
1. The survey respondents were 50 doctors, 50 women doctors, 50
policemen and policewomen.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

III. Concise
1. It can be clearly seen and observed that the witness altered or changed
her testimony after she spoke with the police officer.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

IV. Objective
1. The pigs in the abattoir were sacrificed in order to satisfy the appetite
of people.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Your answers per item will be checked using the criteria below.

Focus ………….3
Content ………….2
Total ………….5

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Independent Practice: How Can This Be Analyzed?

Directions. Read and analyze the report paper written by Michael Karl Calunsag on
his observations of popular Disney movies particularly in the area of gender
stereotyping. Write your answers on your paper.

Gender Roles and Stereotyping in Disney Movies

Michael Karl Calunsag

Stereotyped gender roles

for both men and women are
found in many stories, books, Snow White
movies, and other pieces of
literature. These can limit a
child’s repertoire of career tracks
as he or she simply develops an & the Seven Dwarfts
idea that he or she cannot be in a
career not “prescribed” by society
on his or her gender. Examples of
these may include female pilots,
male teachers, female engineers,
male caretakers, and may others.
Among the different media
where gender stereotyping can be
found, perhaps the television is
one of the most ubiquitous.
According to Witt, S. (2000), television plays a central role in affecting a child’s idea
on gender roles and biases. Its effects can even be aggravated by the fact that almost
every household in our country has a TV set. Television generally has many programs
with stereotyped gender role definitions.
Such a phenomenon can be clearly seen in two Disney movies usually aired
on television sets, namely The Little Mermaid and Snow White and the Seven Dwarfs.
These movies were chosen as the focus of this paper because of their popularity
among children; they are usually seen in most households since they are often aired
on television, more specifically on Disney Channel. More importantly, since most of
Disney’s shows marketed to young children, the characters play part of role models.
The first stereotype shown by these movies is that women are generally weaker
than men. This is evidenced by the fact that both protagonists, namely Ariel and
Snow White, always wait for someone else to save them. Snow White waited for the
dwarfs to rescue her from the evil queen and Prince Charming’s kiss to wake her up.

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Similarly, Ariel waited for three significant events in the movie for her to change her
to change the status quo from which she is immersed; she waited for Ursula’s magic
to change her fishtails to feet, for prince Eric to save her from Ursula, and for her
father ‘s magic to give her feet back. Most of the time, a Disney princess counts on
someone else for her to be saved. This perpetuates the myth that a woman is
supposed to be passive. In effect, the children who are exposed to these shows might
just start waiting for “Prince Charmings” or magic to help them with their problems
and not exert any effort at all to emancipate themselves from their ordeals.
Another stereotype that pervades in these shows is how a woman is supposed
to look. Snow White is the “fairest of them all”, and is described as having “skin as
white as snow”, lips as red as blood, and her hair as black as ebony”. Ariel, on the
other hand, possesses a body with proportions which females might find difficult to
attain. In a similar manner, most Disney princesses are supposed to epitomize what
beauty should be. These include Snow White, Belle in “Beauty and the Beast”, and
“Sleeping Beauty”, who all have white skin, unreal body proportions, and Caucasian
features. These traits are seen by children and may affect their perception of beauty.
This definition of beauty starts from childhood and is brought even to adulthood,
thereby compelling women to strive to attain a standard of beauty that they may
never be able to reach throughout their lives.
Lastly, we can observe from these movies that women are treated like objects;
the princes are the ones who get to pick their brides, and never the other way around.
Ariel, once again because of her beauty, was picked by Prince Eric, and in a similar
manner, Snow White was kissed by Prince Charming, thereby relegating her to the
status of an object. Thus, it leaves the impression that guys can always have a girl,
and girls like an object, simply have to wait for them to be chosen by a guy. And
worse, the usual basis, why these girls are chosen is not their innate capacities or
wisdom but their physical beauty alone.
Stereotyping is found in many more stories and movies, and just the ones
mentioned in this paper. Through children’s stories have educational value, it is
important to revisit the values these pieces of literature convey especially if they
involve discrimination and stereotyping. Children’s stories may also, without the
intent of the writer, narrow the mind of a child regarding gender roles. If these kind
of stories are left unquestioned, then it will be of little wonder to us why our society
will continue to thrive in prejudice and injustice.

Questions:

1. What is the general idea or overview of the observation?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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 2. What can be the springboard of the succeeding paragraphs and its reason of
writing the report?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. What is the rationale behind the choosing of the two movies as subject of the
report?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

4. The general idea of the report is narrowed into three major kinds of
stereotypes. What is the first kind of stereotype?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

5. How evident is the first kind of stereotype?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

6. What is the second kind of stereotype that narrowed down the general idea in
the first paragraph?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

7. What word is used to ensure the coherence of the previous paragraph and its
succeeding paragraph?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

8. What is the third kind of stereotype with concrete evidences coming from the
movies?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

9. What is the closing statement and stereotype’s plausible effect to society?

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 ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

10. What will happen if these stereotypes are left unquestioned?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Assessment

Directions. Determine the objectives and structures of the sample position paper
below by answering the questions that follow. Write your answers on your paper.

Fast-food Addiction
Anonymous

It is no secret that the US is

leading the world in its swelling obesity.
The nation is subsisting on a diet of high-
calorie convenience food. In fact,
Americans have increased their spending
on fast-food items from $6 billion to
nearly $160 billion annually over the past
four decades. What may come as a shock,
however, is the accumulation of evidence
suggesting that the main ingredients in
the typical “hamburger, fries, and a cola”
are addictive compounds that keep
customers lining up for their next fix.

The key culprits are sugar and fat.

Empirical studies reveal that the heavy
dosage of these substances in today’s

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 super-sized standard of a fast-food
meal can trigger brain activity similar to
that endured when a person is on hard
drugs. A representative individual
serving at McDonald’s or Burger King
can dish out up to 2000 calories,
including more than a cup of sugar and
84 grams of fat. Single-handedly, this
meal sized portion meets the full daily
caloric requirement for the average
woman. Moreover, it exceeds the
recommended daily allowances of both
sugar and fat for any adult, regardless
of gender.

Whereas heroin is an opiate,

both sugar and fat stimulate
endogenous opioids such as beta-
endorphins in the hypothalamus, just
above the brain stem. These naturally
occurring painkillers activate the
release of dopamine, a
neurotransmitter, into a small cluster
of cells located in the midbrain called
the nucleus acumens. Here, dopamine
functions to elicit feelings of pleasure or
euphoria. What’s more, it motivates an
individual to proactively repeat any
action that originally fueled its
production. In the case of sugar and fat,
purported addiction is a consequence of
the body craving the release of
dopamine inherent in their
consumption.

To validate reports that fat and sugar behave in a drug-like fashion,

researchers have conducted laboratory studies demonstrating that they induce
classic addictive symptoms. For example, eliminating sugar from the nutritional
regime of rats that are used to a primarily sweet diet produced anxiety asymptomatic
of heroin and nicotine withdrawal. Moreover, increased tolerance to addictive food
substances was noted. In one experiment, rates were fed a chocolate drink
containing a high ratio of both fat and sugar. Although the animals were found to
ingest increasing amounts of the potent liquid, their total production of resulting

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brain opiates was, in fact, diminished. This would suggest that the rodents had
become progressively more tolerant to the effects of fat and sugar. Furthermore, it is
likely they would subsequently require a greater quantity in order to achieve the
same high.

Likewise in humans,
brain-imaging scans of obese
and non-obese persons illustrate
that the heftier the individual,
the fewer dopamine receptors
are present. Researchers are
uncertain whether this is the
basis or the outcome of obesity.
vs.
However, it is clear that as
weight rises, individuals need to
consume increasingly larger
portions to experience a
comparable euphoric effect.

Questions:

I. Structure

1. What is the main issue?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. What are the culprits?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. How many calories are there in a serving of burger and also how many calories
a day is required of the average woman?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

4. Give two scientific proofs that sugar and fat behave like drugs causing
addiction.

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 ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

5. How did the author conclude the report? Are there suggestions in the
conclusion?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

II. Objective

1. What is the author’s objective in writing his report?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Your answers per item will be checked using the criteria below.
Focus ………….3
Content ………….2
Total ………….5

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 Reflection

Directions. Think of a movie that you have just watched recently. Write a
report, a movie report about that movie and how it left you significant values
about life.

Your movie report will be checked thru the rubrics below.

Features 5 4 3 2

Quality of Piece was Piece was Piece had little Piece had no
Writing written in an written in an style or voice little style or
extraordinary interesting voice
style and voice. style and voice.

Grammar, Virtually no Few spelling A number of So many

Usage & spelling, and spelling, spelling,
Mechanics punctuation or punctuations punctuation punctuation
grammatical errors, minor or and
errors grammatical grammatical grammatical
errors. errors. errors that it
interferes with
the meaning.

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 References

Laurel, Ma. Milagros, Adelaida Lucero, and Rosalinda Bumatay-Cruz. 2016. English
For Academic And Professional Purposes. 1st ed. Pasig City: Department of
Education.

Miciano, M. and Miciano, R., 2016. Enhanced English Engagements: English For
Academic And Professional Purposes. Makati City: Don Bosco Press, pp.58-
93.

Reyes, Carmela, Ann Christian Francisco, Myla Reyes, Redemption Guinto, and
Rolando Estabillo. 2016. SEMI-DETAILED LESSON PLANS IN ENGLISH
FOR ACADEMIC AND PROFESSIONAL PURPOSES (EAPP). City of San
Fernando, Pampanga: Department of Education.

Wyson, John Daryl. 2016. English For Academic And Professional Purposes. Quezon
City: Vibal Group, Inc.

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8. Lastly, we can observe from these movies
that women are treated like objects; the
Review: princes are the ones who get to pick their
1. 6 brides, and never the other way around.
2. 4 Ariel, once again because of her beauty, was
3. 2 picked by Prince Eric, and in a similar
4. 8 manner, Snow White was kissed by Prince
5. 5 Charming,
6. 3
9. If these kind of stories are left unquestioned,
7. 9
then it will be of little wonder to us why our
8. 10
society will continue to thrive in prejudice
9. 7
10. 11 and injustice.
11. 1 10. Answers may vary
Guided Practice 1
Assessment
Answers may vary
Answers may vary
Guided Practice 2
Reflection
Answers may vary
Answers may vary
Independent Practice
1. Stereotyped gender roles for both men and
women are found in many stories, books,
movies, and other pieces of literature.
2. According to Witt, S. (2000), television plays
a central role in affecting a child’s idea on
gender roles and biases.
3. These movies were chosen as the focus of
this paper because of their popularity among
children
4. The first stereotype shown by these movies is
that women are generally weaker than men.
5. Snow White waited for the dwarfs to rescue
her from the evil queen and Prince
Charming’s kiss to wake her up. Similarly,
Ariel waited for three significant events in
the movie for her to change her to change the
status quo from which she is immersed; she
waited for Ursula’s magic to change her
fishtails to feet, for prince Eric to save her
from Ursula, and for her father ‘s magic to
give her feet back
6. Another stereotype that pervades in these
shows is how a woman is supposed to look.
7. Another
Key to Corrections
 Acknowledgment

The Schools Division of Zambales would like to express its heartfelt gratitude
to the following, who in one way or the other, have contributed to the successful
preparation, development, quality assurance, printing, and distribution of the
Quarter 2 Guided Learning Activity Kits (GLAKs) in all learning areas across grade
levels as a response to providing the learners with developmentally-appropriate,
contextualized and simplified learning resources with most essential learning
competencies (MELCs)-based activities anchored on the principles of guided learning
and explicit instruction:

First, the Learning Resources (LR) Development Team composed of the writers
and graphic artists for devoting much of their time and exhausting their best efforts
to produce these indispensable learning kits used for the implementation of learning
delivery modalities.

Second, the content editors, language reviewers, and layout evaluators

making up the Division Quality Assurance Team (DQAT) for having carefully
evaluated all GLAKs to ensure quality and compliance to DepEd standards;

Third, the Provincial Government of Zambales, for unceasingly extending its

financial assistance to augment the funds for the printing of these learning resources
for use by learners and parents at home;

Fourth, the teacher-advisers and subject teachers, in close coordination with

the school heads, for their weekly distribution and retrieval of the GLAKs and for
their frequent monitoring of the learners’ progress through various means; and

Finally, the parents and other home learning facilitators for giving the learners
the needed guidance and support for them to possibly accomplish the tasks and for
gradually helping them become independent learners.

To deliver learning continuity in this challenging circumstance would not be

possible without your collective effort and strong commitment to serving our
Zambaleño learners.

Again, our sincerest thanks!

The Management Team

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SENIOR HIGH SCHOOL TRACKS

ACADEMIC TRACK

TECHNICAL-VOCATIONAL-
LIVELIHOOD (TVL) TRACK

SPORTS TRACK

ARTS AND DESIGN TRACK

 For inquiries or feedback, please write or call:

Schools Division of Zambales

Zone 6, Iba, Zambales
Tel./Fax No. (047) 602 1391
E-mail Address: zambales@deped.gov.ph
Website: www.depedzambales.ph