Module 3 Esp

Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.:IM-ELECTIVE 1-1ST SEM-2020-2021
College Teacher Education

Bayombong Campus
DEGREE BSED COURSE NO. ELECTIVE 1

PROGRAM
SPECIALIZATION ENGLISH COURSE ENGLISH FOR SPECIFIC PURPOSES
TITLE
YEAR LEVEL 1 TIME FRAME 6 hrs WK 5-6 IM 03
NO. NO.
I. CHAPTER TITLE
ESP in Teaching Reading
II. LESSON TITLE

Teaching Reading across Multiple Literacies
III. LESSON OVERVIEW

Reading is the primary channel through which students will progress in English after your
course is over. A good reading program provides instruction in the skills required at various
levels of reading, along with plenty of practice in this skill, which can only be developed through
extensive and continual practice. Further, reading is not only learned in an English class but
should be learned across all learning areas like Science, Math, Arts, Physical Education, etc.
In this module, you will find out the different strategies of teaching reading in English for specific
learning areas. Now, go through the pages.
IV. DESIRED LEARNING OUTCOMES

After you read through the pages, it is expected that you are able to:
1. demonstrate their understanding of the strategies in teaching reading in different content
areas; ,
2. develop the skills under each specific content area.
3. use an increasing large vocabulary in the subject area and in general academic language.
V. LESSON CONTENT
READING IN THE CONTENT AREAS: MULTIPLE LITERACY
Kinesiology
or Physical
Education
Social
Music Studies and
History
Reading in
English the Content Art
Areas
Industrial
Science
Arts
Math
In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be
reproduced for educational purposes only and not for commercial distribution.”
IM-ELECTIVE1-1STSEM-2020-2021
NVSU-FR-ICD-05-00 (081220) Page 1 of 9

Reading in Social Studies and History
The type of comprehension emphasized in social studies and history is interpretation,

synthesis, and analysis. Students should master facts and then think about how these facts
contributed to the events of the past as well as how they can be used to predict future events.
Historians are concerned with the human context of the past and the present, which
emphasizes thinking in a chronological continuum. Possessing historical literacy would include
the ability of taking trips into the past and throughout the world, and meeting people, unknown
countries, and alternate interpretations of how life could be lived.
In most history or social studies classes, obtaining meaning requires the ability to read
written material, maps, and time lines on a literal level and then reorganize the information in the
form speeches, and critiques. The language of social studies encompasses terms specific to the
area of instruction. For example, when studying the revolutionary period in the Philippines,
terms such as martial law and dictatorship must be understood before conceptual meaning of
the period is obtained. As a result, the language of social studies includes names, locations, and
terms for political conditions that cannot be expected to be in the students’ vocabularies.
Social Studies Reading Skills
Understanding the organization of content

Reading for main ideas
Careful reading to retain facts
Understanding a great range of vocabulary in government, politics, economics, law and
sociology
Discriminating between fact and opinion
Understanding abstract terms such as democracy, civilization, constitution and so on
Dealing with many references about one topic
Making comparisons
Reading maps and globes
What are the criteria for evaluating performance in history?
Excellent students in history are able to read facts and interpret them. They must be able
to take information and predict future outcomes from what they have read. Reports are
evaluated for accuracy in historical facts and logical organization.
What strategies can be employed to teach reading in social studies?
1. Construct a reading center in the classroom where supplementary materials are kept that relate
to the period being studied.
2. Relate the past to the present by having students read daily newspapers, magazines, maps,
timelines, and graphs.
3. Have students write out their interpretations of historical events and dramatize them.
4. Teach students to predict and interpret by doing in-depth projects like examining historical
buildings in different towns.
5. Increase student awareness by discussing the interpretations of historical facts made on TV
documentaries and by inviting speakers to present their interpretations on subjects studied in
class.

Reading in Art
Art has a special language, much of which is ambiguous. In art, students can formulate
their own problems that interpret their emotions. They develop a degree of literacy in a medium
different from the written language to communicate their feelings. Art evaluators pay attention to
subtleties, whereas students must always think in terms of editing their work. For both the
teacher and the student, art evokes different realms of thinking.
Art Reading Skills
Comprehending technical terms and language

Following directions
Reading about the lives of artists
Reading the history of art
Comprehending art criticism, technical approaches, and so on
What are the criteria for evaluating performance in art?
1. Composition and overall design. How well does the composition work? Is the design
effective?
2. Technical abilities. Has the artist used his of her control of the medium to the best of his or her
abilities? How much improvement has been made?
3. Presentation. Has the work been addressed in the most enhancing way? Is the work sloppy?
Does it appear that the student does not care about the subject or is lost?
4. Expression. Has the artist clearly shown his or her expression? Is the meaning of the work
clear?
What strategies can be employed to teach reading in art?
1. Allow students to make a visual narrative into the form of a comic book. This may help students
in their attempts to communicate and encourage them to read other sources of literature, as well
as help them learn visual expression (Hoff, 1982).
2. Encourage students to study artists in history as well as contemporary artists. By reading about
artists and showing their works, the students gain knowledge about different ways of expressing
themselves and different reasons the artists in history had for expressing themselves. It will
teach those good ideas and open-mindedness (Costanzo, 1981).
3. Incorporate reading into classroom by doing exercises in imaginative visualization. Reading
literature filled with imagery to the class, and encourage the students to find literature to
increase their reading ability and imagination (Hubbard, 1989).
4. Many students are intimidated by the thought of expressing themselves visually. They are afraid
to try to draw because they lack the experience. A helpful strategy for a beginning student is to
use handwriting as a tool for expression (Hess, 1981).
Reading in Music
Music, like mathematics, requires the reading of a new set of symbols and technical
terms related to speed, intensity and duration of music. Reading music also involves thinking
about interpretation and the ability to hear sounds-both literal and imagined. The instrument
studied also influences the difficulty of reading music. In essence, music introduces a new

language, a new sequence of punctuation and syntax, and symbols of dynamics. Although a
few musicians cannot read music, almost all are able to read the language and meaning of
scores. Reading music is making sense of aural sentences written in treble and bass clef and
jazz chants.
Music Reading Skills
Reading words or songs correctly

Knowing meaning of musical terms
Reading biographies of composers and great musicians
Reading stories of operas
Comprehending critical evaluations of concerts
Comprehending descriptive articles about music
Following directions in musical textbooks
What strategies can be employed to teach reading in music?
1. Writing new lyrics to existing music is a motivating strategy to encourage the beginning student
to be a “composer.” Study of rhyming patterns, narrative style, and matching desired text to
expressive music gives the student a background for understanding the parts of a composition.
Prewriting, writing and rewriting techniques are employed as students work to make their lyrics
fit the chosen melody.
2. Studying the biographies of composers is a current strategy. This strategy has limitless
possibilities for students to do research, read and write original compositions, and make time
lines about a composer’s life.
Reading in English
Obtaining reading in English requires reading for detail and subtlety. The details in a piece of
literature enable students to interpret motive, characterization and reasoning. Analyzing details
provides the basis for comprehending and interpreting the main idea or theme of a piece of
literature. The themes of most works are meant to be personally instructional to the readers.
Themes are guideposts to help others analyze, interpret, and appreciate their own experiences.
Thinking in English begins with details of reading or analyzing a sentence and then moves to more
global personal meaning.
English teachers consider themselves artists with words, and their objective is frequently to
teach students how to express their emotions and thoughts through words. As a result, student
papers are marked with questions about clarity, awkwardness, and redundancy. Every student
learns to analyze the logic of language by identifying grammatical parts of speech used in his or her
writing as well as the writing of other authors. Although most students can recite specific
terminology like verb, noun, adjective and adverb, they often are unable to apply that knowledge to
their own writing or identify parts of speech on a test.
English Reading Skills
Vocabulary
Learning terms unique to English (e.g., apostrophe, adjective)
Learning English (literary or grammatical) meanings for common words (e.g., romantic, subject,
feel, act)

Learning word connotations and understanding figurative language and allusions (e.g., lemon, two
peas in a pod, Narcissus, Pygmalion)
Understanding words change in meaning and pronunciation (e.g., edelweiss, croissant)
Understanding how new words are coined or how they enter our language (e.g., snafu, morpheme)
Comprehension
Selecting significant details

Classifying convergently
Formulating main ideas
Recognizing sequence
Inferring time, place, mood, motive of characters
Making comparisons
Responding to imagery
Recognizing semantic and literary devices
Distinguishing between fact and opinion
Detecting fallacies of reasoning
What are the criteria for evaluating performance in English/literature?
1. Participation
2. Creativity
3. Originality
4. Critical Thinking
5. Open-mindedness
6. Acceptance and application of constructive criticism
7. Organized thinking
What strategies can be employed to teach reading in English/literature?
1. Analyze sentence structures by writing out reasons for various syntactical categories within
sentences rather than using diagrams.
2. Analyze the style and techniques of authors’ works, as opposed to reading literature for face
value of the plot.
3. Search for reasons behind the style and techniques used in the works. For example, are the
styles and techniques a result of reacting to the immediate environment or are they a reaction to
a previously accepted style or technique?
4. Convey meaning in English/literature by utilizing peer grouping and tutoring.
5. Teach vocabulary through word origins, phonology, and word evolution.
6. Relate reading material to the students’ prior experiences and current environments.
7. Require students to use higher-order thinking skills through questions that require skills such as
evaluation, synthesis, and analysis.
8. Avoid prejudice in thinking.
Reading in Mathematics
The most obvious difficulty in reading mathematics is learning the language of math symbols
and terms. Parabola is a math term, + is a math symbol. Plus can be read as plus, sum, or add to

name a few different vocabulary words that mean “to put together.” Equations can be considered
sentences in math that students must learn to read. Furthermore, mathematicians then take math
word problems and add meanings to common words. For example and in a math word problem
usually means add. When the word problem is written, sometimes necessary information is not
included. Students must then solve the word problem but they are actually solving for two
unknowns when information is deleted from the problem. Word problems require students to read
on both the literal and interpretative levels, which is often not a part of content instruction in math
classes.
As students take geometry and calculus classes, the math language gets more specialized and
technical. The language of math contains both visual and written symbols organized into visual and
written sentences. When word problems are read from a mathematical perspective, common
words frequently have meanings.
Mathematics Reading Skills
Engaging in slow, detailed reading

Reading nonverbal types of material (e.g., alphabetical symbols, formulas, equations, graphs,
etc.)
Reading without the aid of running content
Understanding technical vocabulary
Comprehending financial pages in newspapers
Understanding statistical reports
Following directions on tax blanks
What are the criteria for evaluating performance in mathematics?
1. Deriving the correct answer is one of the most important criteria; however, it is not considered
the most important criterion.
2. The use of the proper method, or procedure, in solving a problem is considered to be of almost
the same importance as the correct answer.
3. Neatness in the presentation of homework or projects is also important.
4. Completeness of assignments and showing the work are important criteria.
5. The teacher should be correct in all aspects of the grading process. Mistakes will happen, but
incorrectly grading work as a standard practice is not acceptable.
What strategies can be employed to teach reading in math?
1. Use the chalkboard and the overhead projector in classroom presentations to help students in
their reading. Discussion of math symbols and technical terms will occur simultaneously with the
visual representation.
2. Introduce mental exercises into the classroom. Students will begin at the first semester with
relatively easy problems to solve without the benefit of paper and pencil, and progress to more
complex problems. Teaching mental dexterity is of enormous benefit to anyone who is having
trouble retaining information.
3. Daily homework assignments to familiarize the students with formulas and equations, which
would reduce the necessity of memorizing countless formulas, will help students who are having
trouble understanding the problems. The homework does not have to be time consuming; it

should just be sufficient to allow students to go over what has been learned in class, which is in
short-term memory.
Reading in Science
A high school chemistry and physics teacher encouraged her third year son to excel in math
and science. When asked why, she said, “If he can read and figure mathematics effectively, he can
teach himself any other subject in any field.” Science is perceived as a difficult, elitist subject in
which successful students are viewed as much greater thinkers than those in “soft” subjects.
Thinking of science as elitist has resulted in school counselors placing only successful students in
science (which reduces the numbers of students who can enjoy science) and teachers avoiding
science (because they feel incompetent to teach it adequately).
Aside from the values attached to science, the thinking processes needed to make meaning
from the field are varied. Background or factual knowledge must be obtained from reading
textbooks and scientific journals. This knowledge must be tested, explored, and demonstrated in
laboratories and experiments. The criteria for excellence in science does not seem to come from
one right answer but from growing process of applying procedures to understand the known and
the unknown. Science also has a language of its own in flowcharts, textbooks, and laboratory
books.
For example, try to make meaning from this science textbook statement:
Measures of laterality do not correlate perfectly with invasive measures of cerebral

asymmetry. For example, dichotic-listening studies show a right-ear bias for words in about 80% of
right-handed subjects, but sodium Amytal testing and brain stimulation show language to be
represented in the left hemisphere in over 95% of right-handers.
The course is human physiology, and, like astronomy, biology, botany, chemistry, physics, earth
science, and geology, obtaining meaning is not necessarily a process of reading the words.
Science Reading Skills
Understanding technical vocabulary

Reading symbols and formulas
Reading books on scientific research, biographies of scientists, advances in field, and so on
Recognizing pseudoscientific claims in advertisements
Drawing conclusions
What are the criteria for evaluating performance in science?
In science, it doesn’t matter if it doesn’t work. What is important is whether the scientific
method of discovery is followed. Teachers need to be open-minded and allow their students to
learn through an inquiry-based approach. An important criterion for excellence as a science
teacher is to expect a lot and facilitate success. No one will continue at something where he or
she fails continually.
What strategies can be employed to teach reading in science?

1. Find a balance between exploration science and book science. Predictive reading and webbing
for comprehension are two strategies that will help keep that balance.
2. Reading in science means defining the problem, looking at the problem thoroughly, then
organizing a plan of attack for solving it. Explore all possibilities- wrong, right, and multiple
conclusions- so that comprehensive solutions can be reached. Do not be afraid to be inventive
and creative. Do not be afraid to revise, update, or totally discard findings with advances in
knowledge and technology. Becoming an organized thinker will also improve thinking skills,
allowing students to proceed from the problem to the solution faster and more completely.
3. Teach students to read for objectives.
4. Read current events for enthusiasm and relativity of science.
5. Look at lab reports to encourage the reading and synthesizing of information that has been read
and observed.
6. Teach students to be risk takers—to not be afraid to be wrong and to consider more than one
answer.
Reading in Kinesiology or Physical Education
Reading Skills in Kinesiology or Physical Education
Developing technical vocabulary

Locating information
Reading charts, diagrams, play books, and so on
Reading to remember details
Reading to follow directions
Reading for the central thought of the passage
Reading orally
What are the criteria for evaluating performance in PE?
PE should be graded by using what is known as the Body Component model of

assessing skill development. That is, each student is evaluated as he or she performs a specific
skill (e.g., running). The skill itself is divided into its component parts, which are further broken
down into beginner stage, intermediate stage, and advanced stage. As the student performs the
skill, the teacher positions herself or himself appropriately in order to concentrate on each one
of the components mentioned above. After the performance test is completed, the teacher adds
up the scores from each component and looks the score up on a preassigned chart that
determines what percentile the student is in. Another 20 percent may be added if the child
shows exceptional effort, which allows come consideration for those who simply cannot perform
the skill correctly.
What strategies can be employed to teach reading in PE?
1. Technical vocabulary can be easily taught by playing games like basketball, football, and
baseball using word definitions. For example, in order to first base in Vocabulary Baseball, the
student must be able to give three definitions of foul, as used in football, basketball, or baseball.
2. PE terms can be written down when watching professional games on TV. Class discussion of
the terms can follow the viewing of an assigned game.
3. Biographies of sports heroes can be assigned to students for reading. Development of
comprehension skills is easier when students are familiar with the sports figure.

Reading in Industrial Arts
Reading Skills in Industrial Arts
Reading explanations and instructions

Understanding safety rules in shops and factories
Comprehending instructions for the care of tools, equipment, and so on
Reading about current affairs, labor problems, industrial relations, seeing both sides of an issue,
and so on
Reading Skills in Homemaking
Reading bills and statement accurately

Interpreting charts and graphs
Following directions in recipes and clothes patterns
Understanding instructions for using mechanical appliances
Reading labels
Reading household pages in newspapers and magazines
Reading books on dietetics, fashion, and so on
Critical reading of advertising claims
VI. LEARNING ACTIVITIES

Write your idea on the questions below.
1. You are an English teacher but you were assigned to teach Physical Education, how will you
apply the teaching of reading in your PE subject to improve the reading comprehension
skills of student?
2. Given the chance to teach another subject other than English, what subject would you wish
to teach and how would you convince your principal that you are also good in that area?
3. What significant learning have you learned from this module and how will you apply it in real
life?
VII. ASSIGNMENT: (Just look for this and get an idea of it because this will be your next lesson)
What are concepts, theories, and principles in teaching vocabulary?
VIII. EVALUATION (Note: Your activity will serve as evaluation)
IX. REFERENCES
Alcantara, R. D., et al (2003). Teaching Strategies for Teaching the Communication Arts. Katha
Publishing Co., Inc. Makati City.
Bell, D (2002) ‘Help! I've been asked to teach a class on ESP!' in IATEFL Voices, Issue 169, Oct/Nov
Brown, D. 2007. Principles of language learning and teaching. (Fifth edition). White Plains, NY:
Pearson Education.

Dudley-Evans, T (2001) ‘English for Specific Purposes' in The Cambridge Guide to TESOL,
Cambridge University Press
Harding, K (2007) English for Specific Purposes, Oxford University Press
Hermosa, N. N. (2005) The Psychology of Reading. University of the Philippines. OPEN UNIVERSITY
Hutauruk, BS (2015). Teaching Module for English for Specific Purposes: A Compilation. FKIP UHN.
Pematangsiantar
Lamri, CE. 2016. An Introduction to English for Specific Purposes. Abou Bekr Belkaid University.
Tlemcen Algeria.
Murcia, M.C., Brinton, D., Snow, A. (2014). Teaching English as a Second or Foreign Language. Heinle
and Heinle. Thomson Learning, Inc. USA
Rosales, R. DG. 2016. English for Specific Purpose. Jimczyville Publications. Malabon City

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Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

College Teacher Education

DEGREE BSED COURSE NO. ELECTIVE 1

II. LESSON TITLE

III. LESSON OVERVIEW

IV. DESIRED LEARNING OUTCOMES

NVSU-FR-ICD-05-00 (081220) Page 1 of 9

Reading in Social Studies and History

The type of comprehension emphasized in social studies and history is interpretation,

Social Studies Reading Skills

Understanding the organization of content

What are the criteria for evaluating performance in history?

What strategies can be employed to teach reading in social studies?

NVSU-FR-ICD-05-00 (081220) Page 2 of 9

Art Reading Skills

Comprehending technical terms and language

What strategies can be employed to teach reading in art?

NVSU-FR-ICD-05-00 (081220) Page 3 of 9

Music Reading Skills

Reading words or songs correctly

English Reading Skills

Learning terms unique to English (e.g., apostrophe, adjective)

NVSU-FR-ICD-05-00 (081220) Page 4 of 9

Understanding words change in meaning and pronunciation (e.g., edelweiss, croissant)

Selecting significant details

What are the criteria for evaluating performance in English/literature?

NVSU-FR-ICD-05-00 (081220) Page 5 of 9

Mathematics Reading Skills

Engaging in slow, detailed reading

What are the criteria for evaluating performance in mathematics?

What strategies can be employed to teach reading in math?

NVSU-FR-ICD-05-00 (081220) Page 6 of 9

Measures of laterality do not correlate perfectly with invasive measures of cerebral

Science Reading Skills

Understanding technical vocabulary

What are the criteria for evaluating performance in science?

What strategies can be employed to teach reading in science?

NVSU-FR-ICD-05-00 (081220) Page 7 of 9

Reading in Kinesiology or Physical Education

Reading Skills in Kinesiology or Physical Education

Developing technical vocabulary

What are the criteria for evaluating performance in PE?

PE should be graded by using what is known as the Body Component model of

What strategies can be employed to teach reading in PE?

NVSU-FR-ICD-05-00 (081220) Page 8 of 9

Reading in Industrial Arts

Reading Skills in Industrial Arts

Reading explanations and instructions

Reading Skills in Homemaking

Reading bills and statement accurately

VI. LEARNING ACTIVITIES

VIII. EVALUATION (Note: Your activity will serve as evaluation)

NVSU-FR-ICD-05-00 (081220) Page 9 of 9

NVSU-FR-ICD-05-00 (081220) Page 10 of 9

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