EMILIANO TRIA TIRONA MEMORIAL NATIONAL INTEGRATED HIGH SCHOOL

Senior High School Department

Gahak, Kawit, Cavite
Activity Sheet no. 3A: Objective Assessment
Name: ________________________________________ Grade and Section: Grade 12- _____________________________
Subject: English for Academic and Professional Purposes Teacher: Mr. J. R. Castro Date: _____________, 2026
Task #1: Take a look at the picture to be shown by the teacher. What can you say about it? List down what you think in the dialogue box given below.
1. What are your bases of listing down those words?

2. Are the words in your list based on facts? How do you know?

3. Do you consider your list as your opinions? Why?

Task #2: Let us try to go back to the issue revealed by the picture in Activity 1: What do you think about Technology? Express your opinions about it. Research online
or some books for facts to support your opinions. Write the FACTS in the second column and explain how these facts support your opinions. Do not forget to cite or list
down your references.
Source Facts that support your opinion Explanation why the facts support the opinions
Example: [Link] According to [Link], 5.8 percent annual growth rate is slower This fact supports my opinion because it shows statistical data.
than originally expected and this is because the Philippine consumer
article?id=Philippines- Information- is more inclined to invest on a smartphone first as opposed to a PC.
This shows that consumers invest more on smartphone than
and-Communications-Technology (mention your source or whoever said it) PC.

Task #3: Now that you have listed your opinions and gathered facts to support your opinions, you can start presenting your ideas to convince others to agree with you.
How can you do this? Follow these steps: (1) write your opinions in complete sentences; (2) add the facts and your explanation to support your opinions; (3) write your
opinions and facts in an organized way by starting with your main point, then arrange your facts according to degree of importance; (4) summarize the ideas towards the
end of what you are writing; and (5) review what you wrote to check if you did not miss anything. Do not forget to write your own title.

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Task #4: Write an objective assessment of the text that you have read. Use the given outline guide below to organize your ideas. You can use a scratch paper first before
you finalize your outline.

The Digital Divide: The Challenge of Technology and Equity

ETTMNIHS- SHS: English for Academic and Professional Purposes 1

(1) Information technology influences the way many of us live and work today. We use the internet to look and apply for jobs, shop, conduct research, make airline
reservations, and explore areas of interest. We use E-mail and internet to communicate instantaneously with friends and business associates around the world.
Computers are commonplace in homes and the workplace. Although the number of internet users is growing exponentially each year, most of the world’s population
do not have access to computers of the internet. Only 6 percent of the population in the developing countries are connected to telephones. Although more than 94
percent of U.S households have telephones, only 56 percent has personal computers at home and 50 percent has internet access. The lack of what most of us would
consider a basic communication necessity -the telephone-does not occur just in developing nations. On some Native American reservations only 60 percent of the
residents have a telephone. The move to wireless connectivity may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs.

(2) Who has internet access? The digital divide between the populations who have access to the internet and information technology tools and those who don’t is
based on income, race, education, household type, and geographic location, but the gap between groups is narrowing. Eighty-five percent of households with an
income over $75,000 have internet access, compared with less than 20 percent of the households with income under $15,000. Over 80 percent of college graduates
use the internet as compared with 40 percent of high school completers and 13 percent of high school dropouts. Seventy-two percent of household with two parents
have internet access; 40 percent of female, single parent households do. Differences are also found among households and families from different racial and ethnic
groups. Fifty-five percent of white households, 31 percent of black households, 32 percent of Latino households, 68 percent of Asian or Pacific Islander households,
and 39 percent of American Indian, Eskimos, or Aleut households have access to the internet. The number of internet users who are children under nine years old and
persons over fifty has more than triple since 1997. Households in inner cities are less likely to have computers and internet access than those in urban and rural areas,
but the differences are no more than 6 percent.

(3) Another problem that exacerbates these disparities is that African- American, Latinos, and Native Americans hold few of the jobs in information technology. Women
about 20 percent of these jobs and receiving fewer than 30 percent of the bachelor’s degrees in computer and information science. The result is that women and
members of the most oppressed ethnic group are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degree in computer
science were offered the highest salaries of all new college graduates.

(4) Do similar disparities exist in schools? Ninety-eight percent of schools in the country are wired with at least one internet connection. The number of classrooms
with internet connection differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income
level, we see that the higher percentage of the schools with more affluent students have wired classrooms than those with high concentrations of low-income students.

(5) Access to computers and the internet will be important in reducing disparities between groups. It will require higher equality across diverse groups whose members
develop knowledge and skills in computer and information technologies. The field today is overrepresented by white males. If computers and the internet are to be
used to promote equality, they have to become accessible to schools cannot currently afford the equipment which needs to be updated regularly every three years or
so. However, access alone is not enough; Students will have to be interacting with the technology in authentic settings. As technology has become a tool for learning
in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit
from its power.

Source: English for Academic and Professional Purposes Learner’s Material, Laurel, M., Lucero, A., Bumatay-Cruz, R., DepEd,2016

Outline: _____________________________________________________________________________________
I. Introduction (This will tell the main idea of your _____________________________________________________________________________________
assessment) _____________________________________________________________________________________
A. What it says (Write own subtitle) _____________________________________________________________________________________
1. ______________________________________ _____________________________________________________________________________________
2. ______________________________________ _____________________________________________________________________________________
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B. What you think about what it says (Write own _____________________________________________________________________________________
subtitle) _____________________________________________________________________________________
1. ______________________________________ _____________________________________________________________________________________
2. ______________________________________ _____________________________________________________________________________________
3. ______________________________________ _____________________________________________________________________________________
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II. Body _____________________________________________________________________________________
A. Facts to support what listed in A number 1-2 _____________________________________________________________________________________
1. ______________________________________ _____________________________________________________________________________________
2. ______________________________________ _____________________________________________________________________________________
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B. Facts to support what you listed in B number 1-3 _____________________________________________________________________________________
1. ______________________________________ _____________________________________________________________________________________
2. ______________________________________ _____________________________________________________________________________________
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C. Summary of facts to support both A and B _____________________________________________________________________________________
1. ______________________________________ _____________________________________________________________________________________
2. ______________________________________ _____________________________________________________________________________________
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III. Conclusion _____________________________________________________________________________________
A. (summary of introduction and body) _____________________________________________________________________________________
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B. (your stand and assessment) _____________________________________________________________________________________
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ETTMNIHS- SHS: English for Academic and Professional Purposes 2

 EMILIANO TRIA TIRONA MEMORIAL NATIONAL INTEGRATED HIGH SCHOOL
Senior High School Department
Gahak, Kawit, Cavite
Activity Sheet no. 3: Approaches in Literary Criticism
Name: ________________________________________ Grade and Section: Grade 12- _____________________________
Subject: English for Academic and Professional Purposes Teacher: Mr. J. R. Castro Date: _____________, 2026
Task #1: Summarize what you have read by completing the table with what you understood.
APPROACHES IN LITERARY CRITICISM WHAT IT IS (DEFINITION) HOW IT IS DONE (TECHNIQUE IN WRITING)
This approach regards literature as “a unique form of A primary goal for formalist critics is to determine how elements
Formalism human knowledge that needs to be examined on its own of form (style, structure, tone, imagery, etc.) work together with
terms.” the text’s content to shape its effects upon readers.

Task #2: Let us try to use appropriate language and manner in raising our contrary views about the issue on “Freedom of Expression in the Age of Online Censorship.”
Write your stand about the issue and consider the given information. Use terms that are familiar to students like you. Remember also to apply what you learned in lesson
1. [Target Audience: Students aged 13-19; Purpose: State your views about the issue; Language: Formal and Simple so that the target audience can easily understand it.]
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Task #3: Activities 1-3 gave you an idea about the manner and approaches to use in expressing views. Let us learn more about this skill by reading a text which is an
excerpt of the homily of the Catholic Archbishop of Manila, Jaime Cardinal Sin, DD. But before you read it, let us define these words first. Get the meaning of these words
from any dictionary so that you can understand what you are reading better.
WORDS MEANING FROM THE DICTIONARY WORDS MEANING FROM THE DICTIONARY
1. cynic 7. callous
2. demoralize 8. predominant
3. destabilize 9. transcend
4. anarchic 10. authentic
5. unrelentingly 11. vigorously
6. chronic disease

Task #4: Read the text below. Then check your understanding of the text by completing the graphic organizer below. And answer the questions given.
Ang Bayan Muna Bago ang Sarili
(an excerpt)
by Jaime Cardinal Sin, DD at the Mass celebrating the 5th Death Anniversary of Ninoy Aquino

(1) Five years later, we might ask ourselves; has Ninoy’s dream been fulfilled? Have we succeeded in building a new nation, by “transcending our petty selves,” by
setting aside our differences by working together in a spirit of true self-giving, loving our country first, above our own interest? Bayan muna, bago ang sarili. It is a
question we must ask ourselves, as we remember Ninoy’s gift.

(2) It has been said that the truest motto of our people is “K.K.K”. No, not Katipunan, shaping unity out of our diversity. How we wish that were our authentic name! But
rather:
Kanya-Kanya’ng Katwiran,
Kanya-Kanya’ng Kagustuhan,
Kanya-Kanya’ng Kabig (or worse)
Kanya-Kanya’ng Kurakot...
or whatever else each one “specializes” in!

(3) Cynics among us say that K.K.K is the definition of our national character, the predominant strain in our national culture. It’s what we are when we are “most
natural”, most ourselves. “Bayan muna, Bago ang Sarili” is an abstract, non-operative ideal, good for speeches, good for posters, goo for classroom rhetoric but not for
real, not for real life. For real is K.K.K.

ETTMNIHS- SHS: English for Academic and Professional Purposes 3

 (4) Kanya-Kanyang Katwiran, Kanya-Kanyang kagustuhan. We all remember the three monkeys; See no evil, hear no evil, speak no evil. Sometimes one wonders, if it
has become a national pastime, to see and hear and speak nothing, but evil against our fellow-citizens. Talk can be a great service in a free nation: Talk is space for
free discussion, for intelligent debate, the exchange of information and perception, the clash of views.

(5) Ninoy himself said: “We must criticize in order to be free, because we are free only when we criticized.” We may not, at our own peril, forget that. But we must
remind ourselves that criticism is not an end in itself; it is not the absolute. It is meant to help us to become free, but if it becomes the all-encompassing output of our
days, a way of life... so it takes up most of our energy, most of our time, when we begin to take delight in tearing down, demoralizing, destabilizing; when we are at
each other’s throats all day long, then we really are engaged in self-destruction, and the destruction of hope, the creation of despair, especially among the poor who
continue to suffer in our midst.

(6) There is a Latin saying: “Unicuique suum, non praevalebunt.” “Every man for himself: That’s the formula for disaster.” When Ninoy spoke of “the quest for that
elusive national unity which is imperative for the nation’s survival”-he said “survival”. He meant “survival”. How can we survive, as a nation and as a people, if we have
made the name of our national game as anarchic free-for-all in a “basket of crabs?”

(7) K.K.K also means, we are told, Kanya Kanyang Kabig, Kanya- Kanyang Kurakot. Surely, I don’t need to dwell on this theme this morning. For weeks, the papers,
radios, TV, have shouted nothing else. It is the talk of the marketplace. I, myself have spoken, often enough, of the 40 big thieves left behind in our midst, and many
many smaller ones which might include . . . even ourselves? Who among us did not re-echo the sentiments and the work of the beloved Chino Roces when he asked
for a renewed moral order in government and society? It is a problem which must be addressed and addressed vigorously and unrelentingly.

(8) I am sure this will be increasingly done by our president, by consistent personal example she has set a pattern for others to follow. I know she is bent on pursuing
the battle against corruption with ever more forceful and energetic action. But we know, we know that she and those around her cannot do this all by themselves. As
citizens, we must go “into an action mode ourselves.” The task cannot be done without us.

(9) We must begin, rather, where we can begin, with ourselves we must ask: What can we do about it? What in our own heart, in our own attitudes, in our own
practices, must be changed? What sacrifices must we ourselves do to make a positive contribution of deeds, to put under control this chronic illness in our society, and
in our culture?

(10) If all we do is talk and talk and throw dirt at each other-forgetting to mind the ship and its engines and steer it in mine-filled waters-why, we will still be taking and
quarrelling when our ship goes down into the sea!

(11) If everyone in this church this morning, in Ninoy’s memory, pledge before the Lord that for one year, “Bayan Muna, Bago ang Sarili”, would really be made an
operative guideline, could it not mark at least a beginning? If for one year, just to get going, we would make the principle govern our deeds, our conduct in society,
would that not be smart already? How can we “dream the impossible dream” and promise to follow the stars” if we have become too calloused to do even this?

DETAIL 1 DETAIL 2

MAIN IDEA 1 MAIN IDEA 2

MAIN IDEA 3 MAIN IDEA 4

DETAIL 3 DETAIL 4

1. Did the author use language that you understood? Why do you say so? 2. What critical approach did he use? Explain why you think that is the approach.

3. Do you agree with the author or not? Why or why not? 4. What you have read is an example of how one expresses opinions using one
approach in criticism. This can be a good model for you to study and follow.

Task #5: Write your critique of the homily. Be sure to use appropriate language, manner and one critical approach. Follow the format below and your essay will be rated
based on the criteria below.

Content - 30 pts. Organization - 15 pts. Language - 15 pts. Mechanics- 10 points Format- 10 points Total: 80 pts.

Format Paper: 8.5x13 in. (Long) Font: Arial Narrow Font Size: 12 Spacing: 1.5 pt. Margin: 0.5 in. (Narrow) Font Color: Black
:

ETTMNIHS- SHS: English for Academic and Professional Purposes 4