Republic of the Philippines

Department of Education
REGION VIII
TACLOBAN CITY
LEYTE NATIONAL HIGH SCHOOL SENIOR HIGH SCHOOL

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES (EAPP)

Learning Activity Sheets (LAS)
Name of Student: ______________________________________________________
Year Level: ____________________ Section: _________________________
Date: Week 8 – November 23-27, 2020

Week 8 Lesson 1: VARIOUS KINDS OF CONCEPT PAPER

A. Background Information for Learners/ Panimula (Susing Konsepto)
What are various kinds of Concept Paper?
Explaining a concept is one way of enhancing one’s communication skill. In whatever field of discipline,
one is in, the idea of explaining a concept well is a useful tool in improving relationship, in the workplace, as a
citizen of your country, and across your lifetime.
1. Implicit – implicit is, “implied or understood though not plainly or directly expressed.” Something is,
therefore, implicit when it is not directly stated but is either suggested in the wording or necessary to
effectuate the purpose.
Example: Technology caused horrors in some aspects.
2. Explicit – “to fully and clearly express something, leaving nothing implied.” Something is explicit when
it is cleared stated and spelled out and there is no room for confusion, as in the writing of a contract or
statute.
Example: Technology is harmful to us.
Whichever kind is used, if you delivered convincingly to the audience, it is enough. Let us read some
examples of concept papers. A concept paper is written to mainly clarify the meaning of a concept whatever
technique is used to do it.
Below are samples of concept papers used in the different fields of discipline. While reading, note
also on the format used, how the concept is presented, and the language used.
EXAMPLE 1:

Project Overview
L2 pedagogy and research have considerably experienced shifts that continue to bring about new and
perennial concerns, the first of which is the divergence between practitioners and theorizers. This problem resulted in
the struggle of teachers in accommodating and integrating technical knowledge to their own embedded teaching
framework; hence, they employ various methods and approaches which they feel are more practical and effective
based on their own teaching experiences and classroom realities. Also, teachers employ eclecticism which seemed to
be unsystematic, uncritical, and unprincipled as it reaches classroom level (Kumaravadivelu, 1994) because “it offers
no criteria according to which we can determine which is the best theory, nor does it provide any principles by which
to include or exclude features which form part of existing theories or practices” (Stern, 1992, p. 11). Another issue
directly linked to the divergence between the theorizers and the practitioners is the lack of models consolidating the
recent theoretical and empirical research findings which will guide the teachers in employing sound teaching practices
(Brandl, 2002). The lack of such model may be the factor that prompted language teachers to practice teaching without
due regard for current beliefs in language teaching and learning for the reason that they teach the way they were
taught (Borg, 2003).
Teacher’s skills are also an issue. Though teachers can create curriculum, learning experiences, assessment to
diagnose the needs, weaknesses, strengths of the students (Wiggins and McTighe, 2005), their skills are sometimes
questioned, particularly the nonnative English teachers. As what Dat (2008) has pointed out many teachers from
Southeast Asia are incompetent language users and pedagogically unskilled.
1 …con’t.
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The overwhelming cognitive orientation in contemporary L2 pedagogy has been criticized by putting much
emphasis on the language itself and not L2 in use (Matsuka & Evans, 2004); in short, developing language proficiency is
treated as the ultimate goal of any language course. This leads to the next issue, which is the lack of emphasis on, along
Timetable for Completion
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Date Activities
2013 Surveying and analysis
Preparing research instruments
 Validating research instruments

EXAMPLE 2:

CONCEPT PAPER FOR SEQUIM “ART HOUSE”

September 7, 2017

One of the overall goals of the Sequim Arts Advisory Commission is to foster more artistic related activities and
opportunities in the downtown area, specifically around the City Hall Plaza. The Arts Commission has overseen lobby
displays; plaza displays, events and activities (ie concerts, dances); Downtown activities (ie Keying Around); and
placement of art pieces at City Hall and on the Plaza. We also recognize that our community has a wealth of talented
writers, thespians, musicians, and artists of all kinds living in and around Sequim.

Statement of Need: One of the opportunities missing in our area are small, workable and economical space for
art classes, demonstrations, gatherings and lectures. We have talked to local artists who would be interested in an
economical, centralized location to hold classes or to use as a studio. While there are facilities (ie OTA, Guy Cole,
Sunland, Grange, Pioneer Park) in the area, scheduling a short-lived series of classes and/or small meetings,
demonstrations or lectures in these spaces is not always a viable option. Usually smaller spaces are all that is needed
along with easy access to water, restrooms and a central location are important.

The Concept: This proposal is to consider creating an “Art House” in the City owned building located at the SE
corner of Spruce and Sequim Ave. (the former temporary City Hall). Currently we know the building is basically empty
except for some identified storage areas. It is not being used and the space would be ideal for use by individuals and
smaller groups for classes and/or meetings. It is our understanding that the cost to hold this property is currently
being completely covered by the City.

Some of the options this space could be used for include: studio space for artists, drawing or painting
classes; writing workshops; music instruction (we could provide a piano from Keying Around); social gatherings;
demonstrations, meetings or presentations for various groups. The options are limitless. Since the building has water,
bathrooms, a minimal kitchen and one larger space with smaller rooms around the center core, a combination of
storage and classes could be accommodated.

…con’t.
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Financial Concept: We would need to establish a base hourly fee to cover utilities based on a 30% to 50% usage
(est. 15 to 23 hours/week). The assumption here is that the utility "holding" costs would be minimal – based on
current figures. The User would then be charged a fee based on their scheduled hours. See Cost Estimates
 Summary: We know this “concept” has been fairly detailed but felt it should be to show the tremendous
possibilities such an “Art House” could provide the City. Having this space as a supplemental, small, affordable rental
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space for social gatherings or meetings alone will enhance availability for many, but adding the focus on our arts
community will show again, that Sequim believes that the Arts – all forms – are important to the overall culture and
fabric of our community.
 B. Learning Competency with Code/ Kasanayang Pampagkatuto at Koda
Compare and contrast various kinds of concept papers. (CS_EN11/12A-EAPP-Ig-j-20)

Note: In answering the activities, write your answers in yellow sheets of paper. ADD YOUR NAME, GRADE
AND SECTION, DATE, THE WEEK NUMBER, LESSON NUMBER, and TOPIC as Heading in your output. Also,
indicate the ACTIVITY NUMBERS (and activity title, if there is any) in each part you are answering.

C. ACTIVITY 1:
Directions: Read the two samples of concept papers below. Study how they expound the concept and the
content as well. Complete the table with the needed information based on the two samples. Write your answer
a yellow sheet of paper.
Sample 1: DAYS OF THE WEEK
MONDAY. In mythology, the moon was the wife of the sun, and so had to have her day in the week,
which in Old English was Mō nandæg, or “moon day,” a translation of the Latin luane dies, “day of the moon.” In
the superstitious England of those times people believed that the phases of the moon affected crops and
disturbed the potency of medicine, and they were sure too that bacon killed on the old of the moon would
shrivel in the pan.
TUESDAY In Norse mythology, there was a god named Tyr. A wolf spirit called Fenrir was troubling the
world and Tyr volunteered to bind him. He used a chain made of strange substances, the footsteps of a cat, the
beards of women, the roots of stones, and the breath of fishes. Tyr put his hand in Fenrir’s mouth and bound
him, but his hand, in the process, was bitten off. In Old English the god’s name Tyr appears as Tiw. He was really
a Germanic deity, one very much like Mars, the Roman god of war, and his name gave us the Old English word
Tiwesdæg, “the day of Tiw,” our Tuesday, which is a rendering of the Latin dies martis, “day of Mars.”
WEDNESDAY In Old English Wednesday was spelled Wō dnesdæg, which was the day of the great
Germanic god Woden, who corresponded to the Roman divinity Mercury. Both were swift in movement and
noted for their eloquence. Woden was the father of Tyr, who gave us the name Tuesday, and was the god of
storms. He welcomed brave warriors to the heaven of Valhalla and treated them to the pleasures that they most
loved on earth. He also slew Chaos and created earth from his body, his flesh making the dry land, his bones the
mountains, his blood the sea, his skull the vault of the heavens. In Latin “Woden’s day” was Mercurii dies, the
“day of Mercury,” and the French took this over as Mercredi, their name for Wednesday.
THURSDAY Thor was the strongest and bravest of the Norse deities, and corresponded in the heavenly
hierarchy to the Roman god Jupiter, who also handled the lightning bolts. Thor, you see, was the god of thunder
which he made with a chariot drawn by he-goats across the sky. Thor owned a massive hammer which the
giant Thrym once stole from him and refused to give up unless Freya, the goddess of love, world marry him.
Thor dressed up in her clothes, wheedled the hammer from Thrym, and then slugged his host. It was the name
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of this same Thor that formed the Old English word thū resdæg, or Thursday, :the day of Thor,” which equals the
Roman dies jovis, or “day of Jupiter.”
FRIDAY In Old English, Friday was frīgedæg, the day of the Norse goddess Frigg, wife of Woden and the
goddess of marriage. She was the Norse counterpart of the Roman goddess Venus, and her day, Friday, was like
the Latin dies Veneris, or “day of Venus.” Wednesday and Thursday had been named for her husband Woden
and her son Thor, so Friday was assigned to her as appeasement. The Norsemen regarded Friday as their lucky
day, but not so the Christians since the Crucifixion took place on Friday.
SATURDAY In Old English sæternesdæg, merely “Saturn’s day,” is a halftranslation and half-adoption
of the Latin Saturni dies, or “day of Saturn,” the Roman god of sowing.
SUNDAY Sunday replaced Saturday as the Sabbath because the Resurrection took place on a Sunday. It
was around the 4th century that the church made it a holiday and forebade anyone to work. In Old English it
was spelled sunnandæg, literally the “sun’s day ,” a translation of the Latin dies solis, or “day of the sun.”
From: Page 332 Word Origins and their Romantic (cited in EAPP Learners’ Material)

Sample 2: MERCURY POLLUTION

(1) When most people think or talk about dangers to our environment, they focus on general terms like
“pollution,” “smog,” and “acidrain.” Also, they often focus on the impact of supposedly man-made chemicals and
compounds. But to truly understand the risks to our environment, it’s helpful to focus on the danger of specific
chemical, which are often otherwise naturally-occurring elements that have been spread harmfully by man.
One of the largest threats to our environment is mercury: Hg on the periodic table of elements.
(2) At room temperature, mercury, a metal, exists as a silvery-white liquid. However, it vaporizes
readily when heat is applied, and can stay suspended in the air for more than a year. The largest sources of
mercury pollution in the United States are coal-fired power plants. Emissions from these plants account for 70
percent of the mercury that enters our oceans, lakes, and streams. Air currents carry these particles far from
the source and are capable of polluting bodies of water thousands of miles away.
(3) Mercury particles released into the air fall into these waterways and quickly enter aquatic food
chains. First, mercury attaches to sediments (fragments of organic and inorganic material that settle to the
bottom of the body of water). Second, bacteria change the mercury into methyl mercury, a highly toxic
substance. Third, phytoplanktons feed on the organic matter in sediments and absorb the methyl mercury.
Fourth, fish then eat the mercurycontaminated phytoplankton; the larger the fish and the longer it lives, the
more concentrated the methyl mercury in its system becomes. The mercury can then move higher up the food
chain when humans eat fish that have absorbed high amounts of mercury.
(4) Studies indicate that mercury levels in U.S. waterways have increased anywhere from 100 to 400
percent over the course of the last century, and no river, lake, or ocean seems immune. It is important to note
that, thanks to the U.S. Clean Air Act and efforts by industry to curb unnecessary discharges as well as better
sewage treatment methods, the levels have been in slow decline since the 1970s. however, this minor decline is
relatively miniscule in comparison to the major increase in the years prior.
(5) If you’ve ever experienced that “rotten egg” smell during low tide at a coastal area, you’ve seen (or
smelled) methylation in action. Methylation is the conversion of mercury in sediments to methyl mercury by
sulphatereducing bacteria. While this methylation is a natural process, the industrial discharge of mercury has
greatly accelerated the process beyond what the ecosystem is able to absorb safely. This methylation not only
impacts aquatic species, but also harms humans and other land-based wildlife.
(6) Most of the fish and shellfish that humans eat live solely in coastal areas or frequent coastal areas
and feed on the fish that live there. At the same time, most methylation takes place in coastal areas. Therefore,
methyl mercury moves up the food chain from plankton to lobster, bluefish, winter flounder, tuna, and many
other species eaten extensively by man. The methyl mercury binds to the protein in fish, residing in the muscle
of the fish. This muscle is exactly what we eat, the fillet.
(7) The short-term impact of digestion of toxic methyl mercury is obviously a concern. More troubling,
however, is its long-term impact on species up and down the food chain. In Wisconsin, scientists have studied
the decline of chick production in loons (aquatic birds). They have made a positive link to mercury

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concentration in eggs which exceeds the concentration found to be toxic in laboratory studies. Through that
example, the lasting impact of methyl mercury far from the source of the pollution can be seen.
(8) One of the great wonders of the Earth is the interconnectivity of all the world’s ecosystems. This
interconnectivity gives us the range and diversity of wildlife that we all enjoy and it also allowed life on the
planet to endure through cataclysmic events, such as asteroid impacts and the ice ages. However, it is this very
interconnectivity that makes our ecosystems so vulnerable. Mercury pollution is unfortunately one of many
examples of an environmental impact far removed from the source of the pollution; understanding the process
by which the pollution spreads up the food chain is one of many steps to ameliorate the impact of such
pollution.

Ways the concept was

Concept Paper Content Kind of Concept Paper
explained
Days of the Week

Mercury Pollution

ACTIVITY 2: Comparison and Contrast

Compare and contrast the two previous Samples of Concept papers from different fields of discipline.
Use the given template to answer the necessary information asked for. This will guide you on discovering how
each concept paper is organized to fit in the field of context. Write your answer in sheets of paper.

Concept Paper What kind of concept In what field of How would you Describe the language use
Sample # paper is presented? discipline is the describe the on each type of concept
(Concept Paper for concept paper style and paper.
Project or Academic applicable? approach of the
Research) presentation of
ideas?
1

D. Reflection / Pangwakas:

E. References for learners/Mga Sanggunian

Barrot, Jessie and Sipacio, Philippe John. Communicate Today English for Academic & Professional Purposes for Senior High
School. Quezon City: C & E Publishing, Inc., 2016.
Cruz, Rosalina, Laurel, Ma. Milagros, and Lucero, Adelaida. English for Academic and Professional Purposes Reader Learner’s
Material. Quezon City. Department of Education. 2016

Prepared by:
The ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES TEACHERS

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