OVERALL COMMENT:

Spacing & Margin

Short discussion before activities

ACKNOWLEDGEMENT

In preparation of our Module requirement in ESP (English for Specific Purposes), we

had to take the help and guidance of some respected persons, who deserve our
deepest gratitude and appreciation.
We would like to thank God above for the wisdom, strength and resources to make this
module successful and for keeping us to believe and rooting to our faith that we could
fine finest time for all the efforts of today.

As the completion of this requirement gave us much pleasure, we would like to express
our heartfelt gratitude to our instructor, (FULL NAME N MAAM)s, for giving us guidelines
and instructions. We would also like to expand my gratitude to all those who have
directly and indirectly guided us in writing this module.

Any attempt at any level can’t be satisfactorily completed without the support and
guidance of one another to our team, for all the encouragement and cooperation in
compiling this module in a very few days which motivated us to go on working despites
of sleepless days and nights. We are immensely grateful that we got a chance to know
and became classmates in the nick of time of summer class.

Nobody has been more important to us in the pursuit of this project than the members
of our family. We would like to express our warmest gratitude and love to our parents,
whose unconditional love, undying guidance and unceasing support are with us in
whatever we pursue.

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We would like to acknowledge with deep appreciation and gratitude the invaluable help
of the few people whom we considered friends, for the encouragements to survive
various life challenges and sincere interest in our study. This would have been a much
less fun experience without their spiritual and emotional support.

This work would not have been possible without the financial support of the company
we've worked with. Our utmost gratitude to our employers, for helping us in this
endeavor, for being understanding and considerate to our hectic class schedule. We
could not thank them enough for their kindness and generosity.

A huge thanks to all of you.

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 Any language is difficult and easy. Language serves many purposes. Absence of
language is mere dearth of communication. The role that language plays is immense,
since time embarked. Identified as the need of the hour, the four necessities in
language or commonly known as the four skills- Reading, writing, listening and
speaking plays a vital role in any language learning quest. The four skills are the
pinnacles of language which will take you to greater heights. They are separate yet
bound together with an inseparable bond.

Four skills activities in the language classroom serve many valuable purposes:
they give learners scaffold support, opportunities to create, contexts in which to use the
language for exchanges of real information, evidence of their own ability (proof of
learning) and, most important, confidence. The macro-skills which are listening,
speaking, reading, writing and viewing are the vital and valuable skills of humans in all
endeavors. As human in academic and professional world, teachers and students need
to enhance such skills in order to be competitive in the chosen field. This module,
Utilizing Reading and Enhancing Listening Skills, aims to meet particular needs of
students having the strength in reading but are having a hard time in listening.

Reading is fun-way to knowledge hunt. We read or see innumerable quotes and

a proverb on reading. It is true indeed- reading brings wisdom. Through reading, we
learn a lot and it is the most prominent language skill. But the fact of making a reading
habit or being good at it is the question here. Writing is a gem to pick. A person with
good writing skills is always victorious at expressing oneself. The writing skill is the
‘hard copy’ of your intellectual level or the level of your expression. The writing process
is taught in schools and colleges, particularly in nursing students. Listening is yet
another necessitates in language. The more efficient a listener you are the more
successful and satisfied you will be. Speaking is all special.

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 This skill is as important as the others. When you have words read, ideas written
and thoughts heard, all you need is to express- your speaking skill. What you speak will
determine the expressiveness in you.

As a student, the skills of language will make you academically sound and the
miracle it will have when you enter the world as an adult is magical in an adventure.
Mind you, the four skills never stand out as individual areas but they form a chain cycle,
where you break one ring of the chain and the whole chain would collapse. In the
changing competitive world, your command over a language and even more the level of
your English can determine your life.

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 ii

TABLE OF CONTENTS
ACKNOWLEDGEMENT ………………………………………………………… i
PREFACE ………………………………………………………………………….. ii

LESSON DESIGN

LESSON 1 ………………………………………………………………………..

LESSON 2 ………………………………………………………………………..

LESSON 3 ………………………………………………………………………..

LESSON 4 ………………………………………………………………………..

ABOUT THE COVER …………………………..…………….……………..

ABOUT THE AUTHORS ……………………………………………………..

REFERENCES …………………………………………………………………..

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/
Lesson I
READING SKILLS

PLEASE ADD SHORT PASSAGE ABOUT READING

ACTIVITY 1: READING COMPREHENSION

Directions: Write True if the statement is correct and False if the statement is not
correct.
_________1. Communication skills are not essential to lead nations or corporations.
_________2. It is important to be able to communicate in an effective and articulate
manner to construct ideas and bring people to believe in one’s vision.
_________3. The art of one’s communication reflects the art of one’s thinking.
_________4. One needs to learn how to communicate purposefully in today’s society to
create a vision that people will believe in.
_________5. To communicate properly, one cannot simply strive to express oneself and
leave understanding to fate; one must also learn how to organize one’s thoughts,
control one’s emotions, use one’s words to articulate concepts and arguments, and
express oneself in the best way possible.

ACTIVITY 2: POST-IT-WORK
Directions:
The teacher will place four discussion questions/topics around the room with a set of
Post-It-Notes.

Divide the class into two groups and assign each group one topic.
Group 1: Aristotle’s Model of Communication
Group 2: Shannon-Weaver’s Model of Communication

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The students will discuss the question/topic assigned to them and then write one idea
or topic they have discussed on one of the Post-It-Notes.
Each group rotates to the next question and reads the question/topic and the
Post-It-Note from the prior group. They will discuss and come up with a new idea to
write down on a new Post-It-Note.
At the last rotation, have student share out one or two great ideas from the
Post-It-Notes on the question/topic in front of them.

ACTIVITY 3: Reading Activity for Nursing Students

Instructions: Assign a particular section of the text to read for homework. Then at the
beginning of the next class, let the students write down:

1. Three things they learned from the reading

2. One way that learning might affect them in clinical practice, and
3. One question they hope to have answered today in class.

Have student hands their written reflection, and then discuss the various takeaways as
a class. Ask students to help answer their classmates question from the reading. This
short activity is a great way to ensure student complete the assigned reading ahead of
time.

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ACTIVITY 4 :

In the 16th century, an age of great marine and terrestrial exploration, Ferdinand
Magellan led the first expedition to sail around the world. As a young Portuguese noble,
he served the king Portugal, but he became involved in the guagmire of political
intrigue at court and lost the king’s favor. After he was dismissed from service by the
king of Portugal, he offered to serve the future Emperor Charles V of Spain. A papal
decree of 1493 had assigned all land in the new world west of 50 degrees W longitude
to Spain and all the land east of that line to Portugal. Magellan offered to prove that the
East Indies fell under Spanish authority. On September 20, 1519, Magellan set to sail
from Spain with five ships. More than a year later, one of these ships was exploring the
topography of South America in search of a water route across the continent. This ship
sank, but the remaining four ships searched along the southern peninsula of South
America. Finally they found the passage they sought near 50 degrees S latitude.
Magellan named this passage the strait of all saints, but today it is known Strait of
Magellan. One ship deserted while in this passage and returned to Spain, so fewer
sailors were privileged to gaze at the first panorama of the pacific ocean. Those who
remained crossed the meridian now known as the international date line in the early
spring of 1521 after 98 days on the pacific ocean. During those long days at sea, many
of Magellan’s men died of starvation and disease. Later, Magellan became involved in
an insular conflict in the Philippines and was killed in a tribal battle. Only one ship and
17 sailors under the command of Basque navigator Elcano survived to complete the
westward journey to Spain and thus prove once and for all that the world is round, with
no precipice at the edge.

Question:
Chose the letter of the correct answer.
a. The 16th century was and age of great exploration.
a. Cosmic
b. Land
c. Metal
d. None of the above
b. Magellan lost the favor of the king of Portugal when became involved in a
political .
a. Entanglement
b. Discussion
c. Negotiation

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 d. Problem
e. None of the above
c. The pope divided new world lands between Spain and Portugal according to
their location on one side or the other of an imaginary geographical line in 50
degrees west of Greenwich that extend in direction.
a. North and south
b. Crosswire
c. easterly
d. south and east
e. north and east
4. One of Magellan’s ships explore the _____________of South America for
a passage across the continent.
a. Coastline
b. Mountain range
c. Physical features
d. Islands
e. None of the above
5. Four of the ships sought a passage along the southern .
a. Coast
b. Inland
c. Body of land with water
d. Border
e. Answer not available

ACTIVITY 5:

Determiners are incredibly important in the English language. This is because

determiners provide context and specificity to nouns, since they are words that come

before a noun and serve to modify the noun. Quantifiers, articles, demonstratives, and

possessives are four main types of determiners used in English.

Write the determiners: a, an, the, that, this, from the text and correctly place them.

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 Sometimes, immobilisation of back in plaster jacket for
six weeks, cures pain, or it may take special injection to
do trick.

Nevertheless, some backs never get better and we have to resort to surgery.
may involve removing one of discs, and fixing
spine so it cannot bend at affected level.

These "failed backs" are source of sorrow to doctor

and distress to patient; no one knows why some backs turn out
way.

What should you do when your back goes? Rest as soon as possible, preferably
on hard bed, and take painkillers for as long as it takes to ease
pain.

Hot baths will help to relax back, but remember have someone
around who can help you if you get stuck.

Back pains don't get better on regime after four weeks

need looking into. But you must have been to see your doctor about
certificate long before then, so he will guide you through backache
maze.

ACTIVITY 6:
Answer the questions according to the reading passage.
Practice of Medicine

Modern scientific and technological developments in the practice of medicine and public
health have drawn nursing into new and wider fields of activity, and its functions have
been expanded accordingly. Therefore, nursing is no longer limited mainly to activities

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within the hospital, or to what is called curative nursing. It has become also a
community service in which preventive and rehabilitative functions are a vital part of its
program. The modern concept of nursing considers the hospital, however central, as
only one of many health agencies in the community.

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1. As we understand from the reading, today ----.
A) the only reason people go to hospitals is for nursing care
B) most of the nursing practice now takes place in people's homes
C) hospitals are not the only setting where people receive care or support
D) scientific and technological developments can't improve the quality of
care that is delivered in hospitals
E) nursing care is not vital to the core competency of hospitals any more

2. One can infer from the passage that ----.

A) nurses were treating more people in the patient's own home in the past

B) hospitals are the only places where nursing care is crucial

C) nurses don't see the hospital and clinic as important units in the
community health program

D) hospitals are still the most important component of the healthcare

sector

E) nursing shortage has had significant consequences during the past few
years

According to the passage, the nurse's function has been expanded because of ----.

A) the nurse's activities in the hospital

B) hospitals, which are the most common work environments for nurses

C) the reluctance of nurses to work in the hospital

D) the necessity of working longer hours

E) the progress in science and technology in related field

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ACTIVITY 7:
Complete the following passages with the most appropriate choices.

Text 1

The Basset Hound appeared in France in the first part of the 16th century. The breed
got its name from a French word "bas," which means "low." The rich, who had a strong
(1) ---- for hunting, developed a breed (2) ---- animals in dense brush. The breed was
recognized in 1885. However, it did not enter the ten top widely spread dogs in the US.
No sooner than in the second half of the 20th century did Basset Hounds acquired
popularity. Now, the breed is loved for its appearance and (3) ----personality.

1.

A) predilection

B) collaboration

C) temperance

2.

A) guilty of violating

B) capable of pursuing

C) power of entitlement

3.

A) amiable

B) despondent

C) mischievous

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Text 2

For much of history and in many cultures, (1) ---- professional teachers was an option
available only to a small elite. Thus, until (2) ---- recently, the vast majority of people
were educated by parents, especially during early childhood. The earliest (3) ----
education in the West began in the late 17th century and early 18th century in some
German States.

4.

A)excruciating

B)invigilating

C)enlisting

5.

A)infinitesimally

B)relatively

C)inextricably

6.

A)compulsory

B)intimate

C) ridiculous

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 Lesson II
COMMUNICATION ETHICS

Introduction: In lesson 1, we read the short introduction regarding the communication.

Communication ethics is the notion that an individual's or group's behavior are
governed by their morals which in turn affects communication. Generally speaking,
communication ethics deals with the moral good present in any form of human
communication. In this lesson, let’s explore the different guidelines in communication
basing on the ethical manner/ethics.

Objectives
At the end of the lesson, the learners are expected to:
1. Define the communication of ethics through trust walk activity;
2. Demonstrate the outcome of not using ethical principles in communication; and
3. Value the ethical principles of communication through group activities.

ACTIVITY 1

NURSING JEOPARDY: In this lesson, learners will be introduced to diverse ways of

looking at communication. The learners will be aware why communication is being
studied in college level and the importance of the course in developing themselves and
the society. It includes the different models along with its processes, how the
communication in the past flourished or failed. It is a strong overview to different
processes, principles and dimensions of communication that learners must be equipped
with when they begin communicating in the pedagogical and in professional world.

1. Divide the class into groups of three and ask the first group to sit at the front of the
classroom. The teacher asks a trivia question and the three students rush to the
chalkboard to answer.
2. The first student to correctly answer the question and return to her seat receives a
point. The teacher should pose 10 questions to this first group before moving on to the
second group. The entire process continues until all groups have participated.

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3. Then, the winning students from each group compete against one another in a final
round of Jeopardy.

ACTIVITY 2

TRUST TALK: The trust walk activity is a relatively simple game that does not require
the students to use their nursing knowledge. However, the game helps teach them to
trust one another and work together.
1. In a large room, set up a simple obstacle course using traffic cones, chairs and small
blocks.
2. Arrange the students into groups of two. One partner is blindfolded and the other
partner must use verbal cues to direct the blindfolded person through the course.
3. The blindfolded students learn to trust their guides, while the guiding students learn
the importance of leadership and proper instruction.

ACTIVITY 3 (ROLE PLAYING)

1. Divide the class into small groups of three or four students each. Assign a role to
each person in the group. In groups of two, the roles will simply be patient and nurse.

2. However, larger groups can include additional roles to make the role-playing game
more challenging. For example, you might ask students to play a doctor, an overbearing
parent or a spouse who does not speak English. Give the "patient" a medical condition
and help him develop a challenging situation for the “nurse” to handle.

3. It might also be necessary to assign specific tasks to the other characters as well.
However, the nurse should remain unaware of the situation. Once all characters are
ready, the nurse is informed of only the patient’s medical condition. She must then
properly treat the patient based on information provided by the remaining characters.

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ACTIVITY 4

What Illness Do I Have? Nurses and doctors alike need to be very familiar with
illnesses, their symptoms, and the accompanying treatments. Not only is the vocabulary
significant, but the ways of addressing the patient, or “bedside manner,” is also
important.

1. Group the students into two teams (or for more individualized practice, put them in
pairs). Before class, prepare little slips of paper that have illnesses or injuries listed on
them.
2. One student comes to the front of the room and draws out a slip of paper. They
must then begin telling their team of doctors why they’ve come to the hospital and
what symptoms they’re experiencing, or
what happened to them to cause the injury.

3. Just like the game Taboo, the patient cannot use the name of the illness or injury.
The remaining students need to come up with an accurate diagnosis and treatment by
calling it out. If the patient’s team gets the answer correct, their team gets one point.

4. If their team misses either the diagnosis or the treatment, the other team gets a
chance to answer. After you’ve done a bit of competition as a whole class, allow
students to continue in pairs for more students to participate.

ACTIVITY 5
Give Me a Directions in a Building Oftentimes, the most complicated part of visiting a
hospital is knowing where to go. Your students are going to need to be able to give
good directions in a building. To practice this activity, use the building your students are
currently in. Have them wander around the building until they find a good location and
and have them leave a post-it note at that location with their name on it. Make sure no
other students see where their note is posted! Next, have students come back to the
classroom and pair up. The students must give each other verbal directions for how to
find their post-it note. Pre-teach useful phrases like:

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Go right at the end of this hallway.
Take the elevator to the seventh floor.
Go past the nurses’ station and take a right.
If you get lost, ask a nurse.
If you don’t have a building that’s conducive for giving directions, go online and print
maps or floor plans of hospitals. You may need to alter them a little to put destinations
or room numbers on them. Tell students to choose a location in their mind and then
direct their partner from the starting point.

ACTIVITY 6: I SPY
These activities help nurse students to work on familiarization on correct usage of tools
in hospital by using a phrase the 'there is' and 'there are. The activities include
individual, pair, and whole group work and can be adapted for a variety of age groups.
1. Prepare a mystery box, in a mystery box put different tools that has relationship
with the job of a nurse.
2. In a large room, one student looks around the room, chooses a mystery object,
then gives a clue starting with either there is or there are.
For example: ''There is something with black stripes,'' or ''There are two purple items.''
3. Other students take turns guessing until someone figures out the mystery object.
Each guess should begin with there is or there are (i.e., ''There is a blue and
green striped jacket on the hook.'')
4. If the student guesses the correct object, they will switch position and so on and
so forth.
5. The group who got many correct answers will be the winner.

ACTIVITY 7: MISUNDERSTANDING
Illustrate the importance of good communication. Nurses possess a tremendous amount
of medical knowledge and clinical expertise. Yet their greatest challenge and perhaps
most vital task is communication. Every step of the way, from patient intake to patient
discharge and beyond, nurses must communicate well to provide comprehensive care.
1. Have the group divide into pairs. Ask the pairs to sit back to back and designate
themselves Person A and Person B.

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 2. Give each Person A one paper bag with an object in it, and give Person B a
paper, pencil and hard surface to draw on.
3. Person A must verbally describe the object to Person B who has to draw it.
Person B has no idea what the object is and must rely solely on how Person A
describes it. Person A must use words that are descriptive as to shape, size and
texture but not specific enough to give away the object.

ACTIVITY 8: ALPHABET GAME

Communication for Nurses offers direct, effective techniques that are delivered in a
concise, user-friendly format that enables readers to develop a professional
communication style. In this game the student learn and develop sense of
communication wiith the patients and co future workers.
1. Gather group members in a circle and decide who the head of the circle will be.
2. The head of the circle then says one word that begins with the letter "A."
3. The person to the heads right then states the word previously given and adds
word starting with the letter "B."
4. This routine of repeating the previous words then adding a new word that begins
with the following alphabetical letter continues around the circle.

ACTIVITY 9: BALLOON TROLLEYS

Trust building, building allies, group identities, ability, and cooperation

1. Play a song that talks about the ties that bind us. Then, tell the group these
balloons represent things that connect us and how fragile connections can be.
2. Blow up enough balloons so that you have one to fit between every two people if
they stand in a single-file line. For example, if X is a person and O is a balloon.
The line would look like this: XOXOXOXOXOX.
3. The challenge is to move the entire group across an area without allowing any if
the balloons to hit the floor.

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ACTIVITY 9: Equally Frantic
Problem solving, listening, communicating, validating feelings, building allies, group
identities or any other subject you choose

1. Start by asking the group what are some of the things we need to keep in mind
as we learn to treat individuals fairly and with respect?
2. Give everyone in the group a blown-up balloon. Have each person label their
balloon with something that to them represents fair and respectful treatment. As
they proceed through the activity, remind them that this is what they want to be
practicing.
3. When you say GO! Everyone hits their balloon up into the air. The goal is for the
group to keep all their balloons up in the air by hitting them with their hands or
heads (no feet, someone might get kicked). Since its a group activity, let them
know that they don’t have to hit their own balloon, but all the balloons have to
be hit, not held.
4. When you give the GO! signal, start your stopwatch. Now all the group has to do
is keep the balloons in the air. There’s a catch to this, however. Every 15
seconds or so, add another balloon to the game. The group must keep the new
balloon from hitting the floor just like all the others.

ACTIVITY 10: CONVEYOR BELT

Icebreaker, get the room buzzing, gives everyone a chance to meet everyone else and
find out a little information about each person

1. Ask everyone to stand in two lines, facing each other along the tape. Everyone
should place his hands on the shoulders off the person across from him. The
facilitator should NOT get in the line. This is a complicated activity to lead, and
timing and talking is really challenging.
2. If there is:
An odd number of people, ask the person without a partner to stand next to the
facilitator.

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 An even number of people, ask one pair to step out of the line and stand next to
the facilitator. More about these people later.
3. Ask the partners to introduce themselves to one another.
4. Now explain that you are going to read a series of questions. The person on the
side of the line to the left of the facilitator will always answer the question first.
When you yell switch the person to the right of the line will have a chance to
answer.

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Lesson III
Communication and Globalization

Introduction:
Globalization is a recognized and well developed concept in many industries with in
society. Then , Nursing education is ever evolving and encompasses a wide range of
educational element includes physical, social, emotional, cultural and psychological
issues in nursing.
In this lesson, we focus the significance about the globalization in communication.
Activities will guide you to learn more about the purpose of English as global languages
and bias-free language upon our communication towards people in different cultures
and speaking society

Objectives:
At the end of the lesson, the students shall have;

1. Stated the globalization and communication through activity;

2. performed the uses of the communication and globalization through activities

and;
3. written an essay about the communication and globalization

ACTIVITY 1: (action relayed)

The teacher will conduct a message to a students and the students will act the message
to the member and last person will guess the correct answer.

1. The class will divide into groups.

2. The person in front will be given a word to act and must pass it correctly to the
next person.

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 3. The goal is to get the action relayed to the last person intact and guess what the
action is in words and without any changes.
4. The group who got the correct answer wins.

ACTIVITY 2: ( Mini Discussion)

The teacher will ask the students with the following questions based on activity.

1. How do you describe your communication style?

2. How does communication shape our identity?
3. Why is communication so valuable and important in our world?

ACTIVITY 3: ( Topic Discussion)

The teacher will discuss about the Communication and Globalization. And the teacher
will ask the following questions to the students.

1. What is the communication?

2. What is the difference in communication from the old to present time?
3. What are the uses in communication and globalization?

ACTIVITY 4: (Powerpoint Presentation)

The teacher will lead an activity where base on discussion and conduct a presentation
in the class.

1. Using PPT, the teacher will present article entitled “The Good Doctor” by Frodo
Baggins.
2. Allow the students to interact or ask questions about an article.

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ACTIVITY 5: Pair Work

The teacher will lead the students to choose a partner and give an activity base on
article.

1. With a partner, select one of the best line/s from article that related about the
communication and globalization.
2. With a partner, has a minute to prepare and perform in the class.
3. The students who got the best performance will win.

Category 4 3 2 1
Speaks Clearly (100-90%) the (100-80%) the Most (95-75%) Often cannot
time, and time, but of the time. OR
mispronounces mispronounces Mispronounces mispronounces
no words. three words. no more time more than 5
than 5 words words
Enthusiasm Generate a Sometimes Used to try to Very little use
strong interest generate a generate of facial
and enthusiasm strong interest enthusiasm expression
about the topic and enthusiasm
about the topic
Uses Completed (90-100%) of (75-98%) (60-80%) Rarely (below
time, speaks in speaks in speaks in 60%) speaks in
sentences
complete complete complete complete
sentences sentences. sentences sentences
Collaboration Almost always Usually listens Often listens to Rarely listens to
listens to and to and shares and shares with and shares with
with Peer
shares with the the peer. Does the peer. But the peer. Often
peer. Tries to not cause sometimes is is not a good
keep their troubles with not a good partner.
partner working the peer. partner.
well together.

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ACTIVITY 6: ROLE PLAYING

The students will be given a topic of the different types of communication. And the
teacher will manage the consequence about the topic.

1. Divide the class into groups and;

2. Each group was assigned the topic;
Group1 –Nonverbal Communication
Group2- Verbal Communication
Group 3-Visual Communication

Criteria 4 3 2 1
Accuracy and Always Usually realistic Often realistic Rarely realistic
believability of realistic and and in and in and in
role consistently in character character character
character
Clarity of Always clear Usually clear Often always Rarely clear
speech and easy to and easy to clear and easy and easy to
understand understand to understand understand
Expression and Always Usually Often Rarely
body language expresses expresses expresses expresses
emotion emotion emotion emotion
through voice, through voice, through voice, through voice,
facial facial facial facial
expression, expression, expression, expression,
and gestures and gestures and gestures and gestures
Knowledge Things Can clearly Can clearly Cannot explain
gained differently than explain severa explain one any ways in
other ways in which way in which which his or
characters and his or her his or her her character
can explain characters character
why

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ACTIVITY 7: Oral Quiz
The teacher will provide the speaker and conduct a quiz to the students. Using the
PPT,the students shall have to listen and answer the following questions.
1. What are two important that have changed the environment, cultural, political
and economic elements of the word? ( Communication and Globalization)
2. This is a force to allow global interconnectivity of individuals in different nations.
(Communication)
3. This is an advanced communication technology that lets individuals efficiently
connect with their friends and families. ( Internet)
4. This is a communication that part of your individual , collective and global
identity. (Language)
5. This is types of communication that utilized the spoken word, either face to face
or remotely. (Verbal communication)
6. This is types of communication that provides some insight into a speaker’s word
choice.
(Non-Verbal Communication)
7. This types of communication can help a speaker remember important topics, can
give the audience something to look at. ( Visual Communication)

ACTIVITY 8: Fill in the blank.

The teacher will provide the presentation for a quiz to the students related to the topic.
1. The students will take time to listen this article and familiar the words.
https://listenaminute.com/g/globalization.mp3

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 2. Using PPT, the teacher presents the quiz to the students ;

What does globalization mean? We _______________________ word on TV a

about it in newspapers. It means the _______________________ village – th
village. The world has become smaller. Of course, ____________________
shrink and it isn’t a village. Because of better transport, the In
_______________________ between countries, it _________________
business. Japanese car makers have factories in Thailand; American co
companies employ thousands of people in China. That’s globalization. And don
_______________________ call center jobs in India that workers in Amer
Europe _______________________. Globalization also m
_______________________ work in another country. Is globalization a
_______________________? That’s a difficult _______________________.

3. The students will answer the activity within 10 minutes.

ACTIVITY 9: Performance task

This activity is to lead the students to communicate and globalize through perfo
the class.

1. The class divided into groups;

2. The teacher will lead the song entitled “Communication Song” by Lior Por
3. The teacher plays the recorded cassettes and the students listen to the t
sing the song;
4. Respond with the next word or sentence when the teacher pauses while t
singing a song and;
5. The students will perform an action related to the story through commu
and globalization
6. The group who got the correct lyrics wins.

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ACTIVITY 10: Homework

1. The students will research about the variety of Englishes.

2. Consider this as guide question:

“Mccrum said, “We will not talk of English but of many Englishes.”

3. The research will be evaluated through oral quiz next meeting.

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LESSON IV
WORLD ENGLISHES/VARIETIES OF ENGLISH

Introduction: This lesson offers us to have awareness of World Englishes, the need for
standard forms in academic and professional writing, and the need of bias-free and
culturally sensitive upon our communication towards different people with diverse
cultures and communities.

Objectives: At the end of the lesson students will able to:

At the end of the lesson the learners are expected to:
1. identify some Philippine English words that does not exist in the other country;
2. distinguish the different features of World Englishes;
and
3. create a table to show the differences in features of World Englishes.

ACTIVITY 1:
On the video the you have seen, write the Philippine English on the given words that
are only known here in the Philippines and does not exist outside the country.
https://www.youtube.com/watch?v=mDe43KaX2vc
Ask the students with the following questions:

1. How did you find the activity?

2. Do you think there are English terms that only exist here in the Philippines?
3.How about the other English-speaking countries, are there English words that only
exist in their nation and not being use in other country

/
Activity 2:
1. Divide the class into three groups
2. Provide to each group the following English words:
● Soda
● Quart
● Pint
● Napkins
● Murder

3. Let them write each word on the board and its synonyms or other terms.

ACTIVITY 3: (Tabulation)

1. Form a group of 5 members.

2. In a table given provide 3 examples of different features of World Englishes in

terms of pronunciation/accent, word choices/terms, punctuation or grammatical

construction.

3. Compare it to other world English to discern the difference.

4. Example is given below:

Aspect World English A World English B

Spelling American English (US) British English (UK)

● center ● centre

Pronunciation African American English American English

● g-dropping ● jaw-dropping

/
Rubrics:

Answers provided in (column a)= 2 pts. each.

Answers provided in (column b)= 2 pts. each

Answers provided in (column c)= 2 pts. each

Total= 18pts

ACTIVITY 4: (REFLECTIVE WRITING)

Directions:
1. Given the speaking activities that the students have already gone through, such
as the JAM session earlier, the students should already have some grasp of their
speaking style.
2. Let the students answer the following questions in small groups. (5 members per
group)
● How would you describe your speaking style? Can you think of any famous
person who has the same speaking style as you? What can you learn from that
person?
● How can you improve your speaking style?
● What kind of speaker would you like to become and why?
3. After some time, the teacher will ask the students to present their answers in
front of the class.

/
ACTIVITY 5:
CHECKING FOR UNDERSTANDING

Activity 4 (Identification)

_________1. The term for certain features in word use in African American English

such as walkin’ (walking) or singin’ (singing).

_________2.The two most well-known varieties of English are from this group.

_________3. The term in studying English from Non English speaking countries.

_________4. All World Englishes are equal in functionality but not all are equal in?

_________5. The other most well-known varieties of English aside from British English.

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ACTIVITY 6 :( PREPARING FOR THE INFORMATIVE REPORT)

Directions:
1. The teacher will have a mini lecture in the classroom about the topic “The Tools
Needed in Critical/Creative Reports. The teacher will cite examples and best practices of
Public speaking and ways on writing critical and creative reports. When researching for
one’s report, it is not enough to report on what one already knows. It is important to
find out what other people have written about the topic, and that is probably one of the
chief distinctions between an academic report and non-academic report. For academic
reports, one must know the literature surrounding one’s subject, so when one reports,
the details come from the broad spectrum of knowledge instead of just speaking from
one subjective experience or regurgitating what may be found in one’s echo chamber.

2. After the class discussion, the students will be tasked to write their own informative
report.

3. The topic should be something they are interested in.

4. Students are encouraged to have thorough researched and fact-checked, and choose
good sources either print or internet sources in order to come up with a credible and
logical report.

ACTIVITY 7 : KWL CHART

Directions:
1. Distribute worksheets to the students with a KWL Chart.
2. Have students respond on every column of the chart:
K – What do you “know” about this topic?
W – What do you “want to know” about this topic?
L – What did you “learn” about this topic?
3. Make a conclusion in a whole sheet of paper minimum of 300 words and maximum of
500 words.

/
ACTIVITY 8 : Medication Commercials

Direction: The teacher will divide the students into two (2) groups and let them write
and perform medication commercials. Every group will perform a specific action based
from the assigned category by the teacher.

1. Group 1- abilify or aripiprazole known as a primary treatment for

schizophrenia.
Group 2- Atorvastatin a medication used to prevent cardiovascular diseases.
2. Each group will be given a chance to perform their piece with a minimum of
3 minutes and maximum of 7 minutes .
3. Compare and discuss what they experience in the clinical area versus what
they read about in research.

ACTIVITY 9 : Reading Reflection

The teacher will assign a topic from the book which entitled MEDICAL SURGiCAL
NURSING to be read as a homework. So the activity for the next meeting will be seat.

Questions to be asked by the teacher on the next meeting.

1. List down three different things you learned from reading the book.
2. In what way do think those three things you learned from the book will help
you as a medical practitioner

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ACTIVITY 10: Patient Teaching Pamphlets

Create a sample patient that has an illness or injury related to what you’re currently
covering in class. Then ask each student to develop an educational pamphlet, flyer, or
mini brochure for that patient. Make sure students cover all the necessary information
in their pamphlet such as: risk factors, signs and symptoms, when to call the primary
care provider, treatments, prevention strategies, and online and community resources
for further information. Encourage students to be creative with the design and writing
of the piece to make the information engaging and understandable for the patient.

CRITERIA :

Face Value - 10%

Content - 20%

Relevance - 20%

Total - 50%

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ABOUT THE COVER

This module is designed to address learning needs of local and international students in
the Philippines in today’s digital era. As presented in the cover, it promotes
development of the four macro skills and lessons include challenging tasks that enhance
student’s critical thinking and communication skills.

The module recognizes that English as a Foreign Language has spread across the globe
which may speakers in the country and even around the world use for specific aims in
verifying contexts. Looking at the details of the cover page, it conveys that effective
communication rentals the strategies use of multimodal resources which include visual
and electronic devices.

/
REFERENCES

Uychoco, Marikit Tara A., & Santos, Maria Lorena (2018). Communication for Society:
Purposive Communication. Manila: Rex Bookstore.
https://m.busyteacher.org/16403-how-to-teach-esp-for-medical-professionals-2.html

https://classroom.synonym.com/interactive-activities-nursing-students-2584.html
https://slideplayer.com/slide/4780254/
https://www.youtube.com/watch?v=mDe43KaX2vc