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GOVERNMENT PROPERTY
DEPARTMENT
NOT FOR SALE OF EDUCATION
DIVISION OF SAN JOSE DEL MONTE CITY
San Ignacio St., Poblacion, City of San Jose del Monte 3023

LEARNING
ACTIVITY SHEETS
(LAS)
Reading and Writing Skills
Quarter 3 – Week 1:
Introduction to Written Texts
( MELC EN11/12RWS-IIIa-1)

Pretest

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Directions: Read the following questions and statements carefully. Write TRUE
if the statement is CORRECT and FALSE if it is not.

___________1. A text is generally considered as written material, especially

longer
pieces of writing as in a book, a letter or a newspaper.
___________2. Discourse is generally regarded as spoken.

___________3. A text has cohesion if the overall text has meaning.

___________4. A good written text makes the writer’s attitude and purpose be
discerned.
___________5. The text’s topic needs to be situationally and culturally
appropriate.
___________6. A text is separate and independent and cannot be linked to
preceding discourse.
___________7. Written text is also described as written discourse.

___________8. Connectives such as in fact and indeed are used to connect a

more
detailed statement with a preceding general statement.
___________9. To make the sentences in your paragraphs logical, introduce
each
new point with a signal word or phrase.
__________10. A good written text ends a logical division paragraph with a
concluding sentence.

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Objectives
In this Learning Activity Sheet, you are expected to demonstrate
understanding of the nature, function and history of accounting. This will also
tackle the importance of accounting and the users of financial information, and
the accounting concepts and principles. In accordance to MELC
(ABM_FABM11-IIIa – 1, 2,4, 7, and 8), and MELC (ABM_FABM11-IIIb-c-15), we
will specifically target the following objectives:
a. Define Accounting
b. Describe the nature of accounting
c. Narrate the history and origin of accounting
d. Define external and internal users and give example
e. Explain the various accounting concepts and principles
f. Solve exercise on accounting principles as applied in various cases

Key Concepts
BASIC CONCEPTS

A text is generally considered as written material, especially longer pieces of

writing as in a book, a letter or a newspaper.
Qualities of a Text (Jorgensen and Phillips)
1. Cohesion - The parts of the text are connected.
2. Coherence - The overall text has meaning.
3. Intention - The writer’s attitude and purpose can be discerned.
4. Acceptability - The text is recognized.
5. Informativeness - There is a quantity of new or expected information.
6. Situation - The text’s topic is situationally and culturally appropriate.
7. Intertextuality - The text can be linked to preceding discourse.

Written text is also described as written discourse, especially when a simple

analysis of it reveals that is connected discourse. Written text acquires the
characteristics of connected discourse when its ideas are linked logically.
Here are some steps to make a logical division of idea paragraph:
1. Begin a logical division paragraph with a topic sentence.
2. In the supporting sentences, discuss each point one after the other.
3. Introduce each new point with a signal word or phrase.
4. In addition, support each point with a convincing detail such as an
example or statistic (numbers, amounts, percentages, etc).
5. Finally, end a logical division paragraph with a concluding sentence.

Connectives for listing arguments

Firstly This can be used for the first

supporting argument.
Secondly, furthermore, moreover, in These can be used for any further
addition supporting arguments (except, of
course, for “Secondly” which can only
be used for the second.

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Finally This can be used for the last
supporting argument.

Concluding Connectives
The following are the 3 common concluding connectives:

In conclusion These all carry roughly the same

In summary meaning. They should be used to
indicate that you are making final
Thus statements that cover all the
supporting arguments in a very
general way.

 In fact/Indeed
- These two connectives have almost the same meaning and both can
be used in the following situations:
1. To connect a more detailed statement with a preceding general
statement
Example: Today is very warm. In fact (or Indeed) it is 35
degrees Celsius.
2. To connect a statement which is more factual and exact with a
preceding statement that is more debatable and general.
Example: The internet is very popular in Australia. Indeed
(or In fact), Australia has the highest proportion of Internet
users per head of population of any country in the world

Activity 1
Read the text below and answer the following questions:
[OPINION] To open or not to open schools: That is the question
CRISPIN MASLOG

The Philippines and other Asian governments want to reopen schools again
sooner than later. But the Philippine government’s decision to postpone the
opening of public schools from August 24 to October 5 indicates the
problems countries are encountering in addressing the impact of the COVID-
19 pandemic.

Asia’s poor have traditionally valued education, so much that they have been
willing to sell prized possessions like family heirlooms and the father’s
farming right hand — the carabao — just to send their children to school.

The huge question now is how to reopen.

The pandemic is still raging, but education is lagging. Parents and teachers
who prefer the traditional system are worried that we may never be able to go
back to the old system — i.e., face-to-face learning, reinforced with smiles
and back-patting and aided by digital technology whenever available. We
never knew we had the ideal system — until we lost it via Wuhan, perhaps

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forever.

New schism following COVID-19

UNESCO says it in bureaucratese, which somehow sounds more impressive:
“Education itself will be defined by a new schism — the policies and practices
before COVID-19, and those that will come to define the next generation of
learning.” (1) Amen.

Before COVID-19 we had face-to-face schooling. Since that will no longer be

feasible now on a large scale given the gigantic national populations we are
dealing with, we have to search for a combination of approaches.

We now have to invent a system for the next generation of learning. The
schools in Asia are experimenting with various modes of delivery for their
educational content. Predictably, most have gone online, like the universities
in Indonesia’s most populated island of Java.

Study from home is the most obvious option. But while the universities may
be able to do this, the primary and secondary levels cannot because of sheer
numbers. The divide between the digital haves and have-nots stand in the
way. Most of these Asian countries do not have the digital infrastructure and
technology to deliver the educational messages. (3)

A majority of these students have limited school-provided computer labs and

equipment. Many do not have access to fast and unlimited internet on their
mobile devices.

Internet penetration in Asia ranges from super low in Central and South Asia
to super high in East Asia. Low internet examples are Kyrgyzstan with 38%
penetration, Tajikistan with 31%, and Pakistan with 32%. At the high end of
the spectrum are South Korea with 96% internet penetration, Japan with
93%, and Taiwan with 92%. (3)

In the middle are the Asian giants — China with 59% internet penetration,
India with 40%, and Indonesia with 62%. The mix of ASEAN countries range
from Brunei with 95%, Singapore 88%, and Malaysia 81%, to Laos 42%,
Cambodia 47%, and Myanmar 40%. (3)

Blended approach
A blended approach proposed by the Philippines may work. The blended
approach, as the name implies, is a combination of methodologies to deliver
the knowledge. The approach entails a combination (or a mix) of various
approaches which evokes images of a Filipino dish — the halo-halo (or mix-
mix) of various tropical fruits served as refreshments with milk and crushed
ice.

This mix-mix includes college students learning from home in countries or

areas where the Internet is adequate — digital learning through computers
for college students of families who can afford the equipment in places where
high speed internet is available.

If college students go digital in developed countries, it will reduce traffic and

help primary and secondary school students. For non-college students, when
they reach school they will be subjected to the usual protocols — daily
temperature checks, face masks, social distancing, use of hand disinfectants,
regular disinfection of classrooms and equipment, with resident school

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doctors and nurses, and school-prepared meals served in the school
cafeteria.

But even this option has its critics. Philippine President Rodrigo Duterte
himself prefers to wait until a vaccine is available before restarting classes to
protect the children from COVID-19, and ultimately, the vulnerable adults in
households. My optimistic estimate is that the vaccine may take another year
to materialize.

Fearless forecast

This leads me to my fearless forecast. Even this blended approach may take
time to implement. The COVID-19 pandemic will get worse before it gets
better. In the US, Brazil, Russia, and India, cases are now spiking
alarmingly.

We cannot rush back to school. It will take two years to vaccinate people: one
year to produce a vaccine and another year to perfect it and give doses to
people. This is precisely why we need time for schools to resume, preferably
one, two years at most. We can use this time to upgrade our internet and
digital systems so that when the time comes, college students can go online
and primary and secondary students can go to school.

We expect the digital experts to work side by side with the curriculum
specialists to prepare the syllabi. Countries will be scrounging for funds to
survive this pandemic but we hope they have enough credit to borrow from
the World Bank or Asian Development Bank.

Source:
https://www.rappler.com/voices/thought-leaders/opinion-to-open-or-not-to-
open-schools

1. How is the text cohesive?

________________________________________________________________________
2. How is the text coherent?
________________________________________________________________________
3. What is the intention of the text?
________________________________________________________________________
4. Is the text acceptable? Why?
________________________________________________________________________
5. Is the text informative? Why?
________________________________________________________________________
6. Is the text’s topic situationally and culturally appropriate? How?
________________________________________________________________________
7. Can this text be link to other texts? How?
________________________________________________________________________

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ACTIVITY 2
Decide which label bests extends the topic sentence to add further information.
You may choose words from the list below.
problem, issue, topic, question, aspect, solution, approach, fact, argument, view,
point, situation, position
What do you think of animal rights? That’s quite a big ______________
We are running out of funds. How do you propose to solve the__________?
Is there life on other planets? This is a _________ nobody has answered yet.
You can do your presentation on any _______ you prefer.
This country has taken the banks to court. This new ____________ to tackle the
crisis is quite unusual.

ACTIVITY 3
Fill in the correct connectives and linking words from the list. There may be more
than one answer in some sentence.
although - as a result – at least – however - in case - including – in other
words - in the meantime - on one hand - on the other hand – on the
contrary - otherwise – therefore
1. Sea levels will probably rise in the next few decades ______________________
of global warming.
2. I hope he drives carefully, __________________________ he may have problems
on such a slippery road.
3. The president was not a very popular leader. __________________________, his
resignation did not come as a surprise.
4. Our economy will not improve this year. __________________________, all
projections show that it will get worse.
5. The couple broke up a few days ago. __________________________, they are
still living together because of the children.
6. __________________________ it was a wonderful place to go skiing, not many
tourists found their way there.
7. The scientist studied the behaviour of various animals, ____________________
whales and dolphins.
8. __________________________ we have to fight against environmental problems,
but _______________________we need more and more energy every day.
9. I think he’s asleep. __________________________ his eyes are closed.
10.The candidate didn’t quite meet the necessary requirements.
____________________, he failed.
11.Please take some warm clothes with you, just _______________________ it gets
cold at night.

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12.The report will be finished soon. __________________________, let’s get some
coffee.
ACTIVITY 4
Use the connective words that you have learned in writing an essay of atleast
three paragraphs about the topic : Being a student in the time of the pandemic.
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Posttest
___________1. A text is generally considered as written material, especially
longer
pieces of writing as in a book, a letter or a newspaper.
___________2. Discourse is generally regarded as spoken.

___________3. A text has cohesion if the overall text has meaning.

___________4. A good written text makes the writer’s attitude and purpose be
discerned.
___________5. The text’s topic needs to be situationally and culturally
appropriate.
___________6. A text is separate and independent and cannot be linked to
preceding discourse.
___________7. Written text is also described as written discourse.

___________8. Connectives such as in fact and indeed are used to connect a

more
detailed statement with a preceding general statement.
___________9. To make the sentences in your paragraphs logical, introduce
each
new point with a signal word or phrase.
__________10. A good written text ends a logical division paragraph with a
concluding sentence.

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Answer Key to Pretest

1. TRUE 6. FALSE
2. TRUE 7. TRUE
3. FALSE 8. TRUE
4. TRUE 9. TRUE
5. TRUE 10. TRUE

References

Fundamental Accounting Principles by McGraw Hills

Fundamentals of Basic Accounting by Leonardo Aliling

Fundamentals of Accountancy, Business and Management 1 by Flocer Lao Ong

Prepared:
Teacher-Developer: Mr. Gil O. Anasin, T1

Checked:
Practical Research Coordinator:
LR Coordinator:
Content Evaluator:
Language Evaluator:
Layout Evaluator:

Noted:
School Head: Mr. Leo Glenn P. Evasco, Principal 1

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