The document outlines the mechanics for playing a game of Hangaroo using the Hangaroo app. It states that 5 puzzles will be played collectively by the class, with students taking turns guessing letters in order determined by the Google Meet grid view. Correctly solving a puzzle is worth 2 points, but points revert to 0 after 4 errors or if the kangaroo is "hanged". Scores at the end will be added to students' scores for the written work of the lesson.

2. MECHANICS
1. Five (5) puzzles will be played using the Hangaroo App.
2. The puzzles will all be determined by the application. In no
way is the game rigged or tampered with by the teacher.
3. This is a collective effort. The class will therefore play as
one group with each student taking turns to guess one
letter until the puzzle in each round is completed.
4. The students will follow a definite order in guessing a
letter. The order will be determined by the grid view in
Google Meet.
5. Each correctly-answered puzzle is worth two (2) points.

3. MECHANICS
6. Each round only allows a maximum of four errors.
7. Every time the kangaroo is hanged on the noose, the
points revert to zero (0).
8. If you already know the answer to the puzzle but it isn’t
your turn yet, you will have to wait until it is your turn to
speak, lest the point is invalidated.
9. If it is your turn, however, and you already know the
answer, you are given the chance to supply the answer. If
your answer is incorrect however, the points revert to
zero.
10. The scores accumulated at the end of the game shall be
added to everybody’s score for the lesson’s written work.

4. The Language of Research,
Campaigns, and Advocacies

5. The Language of Research,
Campaigns, and Advocacies

6. Research Research is a systematic and
scientific way of investigating and
gathering information to answer a
particular problem, establish facts,
and reach conclusions. Conducting
research can be done in various
fields such as arts and humanities,
social sciences, technology, and
health sciences. (Barrot & Sipacio,
2016)
Barrot, J. S., & Sipacio, P. F. (2016). Communicate Today: English
for Academic and Professional Purposes for Senior High School.
Quezon City: C&E Publishing, Inc.

7. Research

8. Research

9. Research
Academic writing or the language
used in research is LINEAR, which
means it has one central point or
theme with every part contributing to
the main line of argument, without
digressions or repetitions.
Its objective is to inform rather than
entertain. As well as this is in THE
STANDARD WRITTEN FORM OF
THE LANGUAGE.
Using English for Academic Purposes
For Students in Higher Education.
(2021, January 1). Retrieved from
Using English for Academic Purposes
For Students in Higher Education:
http://www.uefap.com/index.htm

10. Research
Using English for Academic Purposes For Students in Higher Education.
(2021, January 1). Retrieved from Using English for Academic Purposes
For Students in Higher Education: http://www.uefap.com/index.htm
These are several main
features of academic writing
that are often discussed:
complex
objective
accurate
planned
formal
precise
organized

11. COMPLEXITY
Written language is relatively more
complex than spoken language. Written
language has longer words, it is
lexically more dense and it has a more
varied vocabulary.
SPOKEN TEXT:
Because the jobs are even more complex, programs to
train people will take longer.
RESEARCH TEXT:
The increased complexity of tasks will lead to the
extension of the duration of training programs.

12. FORMALITY
Academic writing is relatively formal. In
general, this means that in an essay
you should avoid colloquial words and
expressions.
In general, this means in an essay, you
should avoid:
 Colloquial Words And Expressions: ""stuff",
"a lot of", "thing", "sort of",
 Abbreviated Forms: "can't", "doesn't",
"shouldn't"
 Two Word Verbs: "put off", "bring up"
 Sub-headings, Numbering And Bullet-points
In Formal Essays - But Use Them In Reports
 Asking Questions

13. FORMALITY
The following sentences do not observe the concept of formality. Identify
the words and phrases that do not conform to the standard by employing
the aforementioned guidelines in the previous slide:
 With women especially, there is a lot of social pressure to conform to a
certain physical shape.
 The first National Government wasn't intended to be a coalition
government in the normal sense of the term.
 This will cut down the amount of drug required and so the cost of
treatment.
 A series of approximately fifty questions was asked again and again.

14. FORMALITY
The following sentences do not observe the concept of formality. Identify
the words and a phrases that do not conform to the standard by
employing the aforementioned guidelines in the previous slide:
 With women especially, there is a lot of social pressure to conform to a
certain physical shape.
 The first National Government wasn't intended to be a coalition
government in the normal sense of the term.
 This will cut down the amount of drug required and so the cost of
treatment.
 A series of approximately fifty questions was asked again and again.

15. PRECISION
In academic writing, facts and figures are
given precisely. You need to be precise
when you use information, dates or figures.
Do not use "a lot of people" when you can
say "50 million people".
INSTEAD OF:
Chemists had attempted to synthesize quinine for the
longest time but all they had achieved was to discover
the extreme complexity of the problem.
WRITE:
Chemists had attempted to synthesize quinine for the
previous one hundred years but all they had
achieved was to discover the extreme complexity of the
problem.

16. PRECISION
Read the following passage and decide whether or not it is precise.
Decide what words or phrases make it or do not make it precise.
Global health has been experiencing one of its coronavirus crises
in the recent years. SARS-CoV emerged in the early 2000s as
thousands of people were reportedly infected and hundreds killed
worldwide. Following MERS-CoV in the past decade, also
thousands were infected and hundreds killed, and now nCoV.
Recently, authorities reported the outbreak of a mysterious new
pneumonia in one of the cities of China, which is progressing at a
significant rate.

17. PRECISION
Read the following passage and decide whether or not it is precise.
Decide what words or phrases make it or do not make it precise.
Global health has been experiencing one of its coronavirus
crises in the recent years. SARS-CoV emerged in the early
2000s as thousands of people were reportedly infected and
hundreds killed worldwide. Following MERS-CoV in the past
decade, also thousands were infected and hundreds killed,
and now nCoV. Recently, authorities reported the outbreak of a
mysterious new pneumonia in one of the cities of China,
which is progressing at a significant rate.

18. PRECISION
Read the following passage and decide whether or not it is precise.
Decide what words or phrases make it or do not make it precise.
Global health has been experiencing its third coronavirus crisis
in less than twenty years. SARS-CoV emerged in 2002 as 8422
people were reportedly infected and 916 killed worldwide.
Following MERS-CoV in 2012, 1401 were infected and 543 killed
and now nCoV. On December 31, 2019, the Wuhan Health
Commission reported the outbreak of a mysterious new
pneumonia in Wuhan City, which is progressing at a significant
rate.

19. OBJECTIVITY
 Written language is in general objective
rather than personal. It therefore has
fewer words that refer to the writer or
the reader.
 This means that the MAIN EMPHASIS
SHOULD BE ON THE INFORMATION that
you want to give and the arguments you
want to make, rather than you.
 The thoughts and beliefs should be
based on your lectures, reading,
discussion and research and it is
important to make this clear.

20. OBJECTIVITY
In general, avoid words like "I", "me", "myself". A reader will normally
assume that any idea not referenced is your own. It is therefore
unnecessary to make this explicit.
INSTEAD OF:
In my opinion, this a very interesting study.
WRITE:
This is a very interesting study.
INSTEAD OF:
You can easily forget how different life was
50 years ago.
WRITE:
It is easy to forget how different life was 50
years ago.

21. OBJECTIVITY
Compare the following passages and decide which one is more
objective:
Researchers have suggested ways of making second language teaching and testing
more "communicative" (e.g., Canale and Swain, 1980; Oller, 1979b) on the grounds
that a communicative approach better reflects the nature of language proficiency
than one which emphasizes the acquisition of discrete language skills.
We don't really know what language proficiency is but many people have talked
about it for a long time. Some researchers have tried to find ways for us to make
teaching and testing more communicative because that is how language works. I
think that language is something we use for communicating, not an object for us to
study and we remember that when we teach and test it.

22. OBJECTIVITY
Compare the following passages and decide which one is more
objective:
Researchers have suggested ways of making second language teaching and testing
more "communicative" (e.g., Canale and Swain, 1980; Oller, 1979b) on the grounds
that a communicative approach better reflects the nature of language proficiency
than one which emphasizes the acquisition of discrete language skills.
We don't really know what language proficiency is but many people have talked
about it for a long time. Some researchers have tried to find ways for us to make
teaching and testing more communicative because that is how language works. I
think that language is something we use for communicating, not an object for us to
study and we remember that when we teach and test it.

23. EXPLICITNESS
Academic writing is explicit about
the relationships in the text.
Furthermore, it is the
responsibility of the writer in
English to make it clear to the
reader how the various parts of
the text are related. These
connections can be made explicit
by the use of different signaling
words.

24. EXPLICITNESS
For example, if you want to tell your reader that your line of
argument is going to change, make it clear.
The Bristol 167 was to be Britain's great new advance on American
types such as the Lockheed Constellation and Douglas DC-6, which did
not have the range to fly the Atlantic non-stop. It was also to be the
largest aircraft ever built in Britain. However, even by the end of the
war, the design had run into serious difficulties.

25. EXPLICITNESS
For example, if you want to tell your reader that your line of
argument is going to change, make it clear.
The Bristol 167 was to be Britain's great new advance on American
types such as the Lockheed Constellation and Douglas DC-6, which did
not have the range to fly the Atlantic non-stop. It was also to be the
largest aircraft ever built in Britain. However, even by the end of the
war, the design had run into serious difficulties.

26. EXPLICITNESS
If you think that one sentence gives reasons for something in
another sentence, make it explicit.
While an earlier generation of writers had noted this feature of the
period, it was not until the recent work of Cairncross that the
significance of this outflow was realized. Partly this was because the
current account deficit appears much smaller in current (1980s) data
than it was thought to be by contemporaries.

27. EXPLICITNESS
If you think that one sentence gives reasons for something in
another sentence, make it explicit.
While an earlier generation of writers had noted this feature of the
period, it was not until the recent work of Cairncross that the
significance of this outflow was realized. Partly this was because the
current account deficit appears much smaller in current (1980s) data
than it was thought to be by contemporaries.

28. EXPLICITNESS
If you think two ideas are almost the same, say so.
Marx referred throughout his work to other systems than the capitalist
system, especially those which he knew from the history of Europe to have
preceded capitalism; systems such as feudalism, where the relation of
production was characterized by the personal relation of the feudal lord and
his serf and a relation of subordination which came from the lord's control of
the land. Similarly, Marx was interested in slavery and in the classical Indian
and Chinese social systems, or in those systems where the ties of local
community are all important.

29. EXPLICITNESS
If you think two ideas are almost the same, say so.
Marx referred throughout his work to other systems than the capitalist
system, especially those which he knew from the history of Europe to have
preceded capitalism; systems such as feudalism, where the relation of
production was characterized by the personal relation of the feudal lord and
his serf and a relation of subordination which came from the lord's control of
the land. Similarly, Marx was interested in slavery and in the classical Indian
and Chinese social systems, or in those systems where the ties of local
community are all important.

30. EXPLICITNESS
If you intend your sentence to give extra information, make it
clear.
He is born into a family, he marries into a family, and he becomes the
husband and father of his own family. In addition, he has a definite
place of origin and more relatives than he knows what to do with, and
he receives a rudimentary education at the Canadian Mission School.

31. EXPLICITNESS
If you intend your sentence to give extra information, make it
clear.
He is born into a family, he marries into a family, and he becomes the
husband and father of his own family. In addition, he has a definite
place of origin and more relatives than he knows what to do with, and
he receives a rudimentary education at the Canadian Mission School.

32. EXPLICITNESS
If you are giving examples, do it explicitly.
This has sometimes led to disputes between religious and secular
clergy, between orders and bishops. For example, in the Northern
context, the previous bishop of Down and Connor, Dr. Philbin, refused
for most of his period of leadership in Belfast to have Jesuits visiting or
residing in his diocese.

33. EXPLICITNESS
If you are giving examples, do it explicitly.
This has sometimes led to disputes between religious and secular
clergy, between orders and bishops. For example, in the Northern
context, the previous bishop of Down and Connor, Dr. Philbin, refused
for most of his period of leadership in Belfast to have Jesuits visiting or
residing in his diocese.

34. ACCURACY
 In academic writing you need to
be accurate in your use of
vocabulary.
 Do not confuse, for example,
"phonetics" and "phonology" or
"grammar" with "syntax".
 Choose the correct word, for
example,"meeting", "assembly" ,
"gathering" or "conference".
 Or from: "money", "cash",
"currency","capital"or funds"

35. ACCURACY
Enago Academy notes in their article, “Word Choice in Academic Writing: Tips to Avoid
Common Problems”, the following six common problems concerning word choice:
Six Common Problems
1. Misused words
✘ They’re research explored the…;
✘ There research explored the…
✔ Their research explored the…
2. Words with unwanted connotations or meanings
✘ I sprayed the ants in their private places.
✔ I sprayed the ants in their hiding places

36. ACCURACY
Enago Academy notes in their article, “Word Choice in Academic Writing: Tips to
Avoid Common Problems”, the following six common problems concerning word
choice:
Six Common Problems
3. Complex words where a shorter, simpler term would do
✘ The newly-discovered creature was provided with a nomenclature based
on its discoverer.
✔ The newly-discovered creature was provided with a name based on its
discoverer.
4. Awkward word choices
✘ Child students’ awareness on sex education has not had reach these
heights in recent memory.
✔ Awareness on sex education among adolescents has significantly
increased in the recent years.

37. ACCURACY
Enago Academy notes in their article, “Word Choice in Academic Writing: Tips to
Avoid Common Problems”, the following six common problems concerning word
choice:
Six Common Problems
5. Words that are similar to each other, but convey the wrong meaning
✘ Physician are required to quickly identify patients with risks of infection with
pathogens.
✔ Physicians are required to promptly identify patients with risks of infection with
pathogens.
6. Words that convey finer shades of meaning
✘ Previously, a substantial number of patients were defined as having COVID-19.
✔ Previously, a substantial number of patients were diagnosed with COVID-19.

38. ORGANIZATION
Academic writing is well
organized. It flows easily from
one section to the next in a
logical fashion. A good place to
start is the genre of your text.
Once you have decided on the
genre, the structure is easily
determined.

39. BEING PLANNED
Academic writing is well planned.
It usually takes place after
research and evaluation,
according to a specific purpose
and plan.

40. Advocacy
Advocacy is an umbrella term
that describes a method,
approach and series of tools
used to change policies and
practices, reform institutions,
alter power relations, change
attitudes and behaviors and
give project work a broader
impact.

41. Advocacy
 Advocacy is a carefully
considered, planned process
to influence multiple
stakeholders in order to
achieve specified outcomes.
 Within the development
context, it may include
representing the needs and
interests of disadvantaged
and marginalized groups
before those who have the
power to make or influence
change (World Blind Union,
2015).

42. Advocacy Advocacy seeks to ensure that all
people in society are able to:
• Have their voice heard on
issues that are important to
them
• Protect and promote their
rights
• Have their views and wishes
genuinely considered when
decisions are being made about
their lives

43. Advocacy Advocacy is a process of
supporting and enabling
people to:
• Express their views, thoughts
and concerns
• Access information, advice and
guidance
• Explore choices and options for
services and care

44. Advocacy

45. Advocacy

46. Campaign
 A campaign is a planned
project over a given period of
time to achieve specific
advocacy goals.
 Therefore, campaigning can
be seen as the process of
advancing advocacy (World
Blind Union, 2015).

47. Campaign

48. Campaign

49. The Language of Campaign and Advocacy
• CLEAR: Easy to understand and remember no matter the audience.
• CONCISE: Direct and to the point without unnecessary insertions that may
distract audiences from the main points.
• CREDIBLE: Believable in that the messages are backed by proof points
and incorporate supporting details to strengthen the key points.
• COMPELLING: Catches your audiences’ attention and inspires them to
take applicable action.
• CONSISTENT: Repeatable and flexible enough to be incorporated into
varying communications channels again and again.

50. The Language of Campaigns and Advocacies
• simple and persuasive, incorporating a direct call to action;
• rational, moral and appealing to hearts and minds;
• repetitive and reinforced.