Week 1: Lesson 1

prepared by: MS. MARY GRACE L. CUASAY

Objective:
At the end of the lesson, students will be able to:
a. describe a written text as connected discourse;
b. write an essay that effectively conveys ideas and information.
Reading comprehension is the active
process of constructing meaning
from text.

-Vaugh and Linan - Thompson (2004)

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• A text is generally considered as
written material, especially longer
pieces of writing as in a book, a letter or
a news paper .
• A group of ideas put together to make a
point or one central idea .
• Originally the word 'disourse' comes
from latin discursus which means
exchange of ideas through written or
spoken language.
• Text with distinct features and
purpose.
To Inform
Journal/Diary
To Persuade
News Article
To Entertain
Procedures
Critiques
 TEXT DISCOURSE
is made up of sentences is made up of
having the property of utterances having the
grammatical cohesion. property of coherence.
 A text is a connected discourse, all ideas in the
text must be related in the sense that they would
express only one main idea, or that the text must
have unity by combining all ideas to emphasize
central idea.
Reading is an activity which takes on stages or levels.
According to Woods (2006), it has three (3) stages:
This strategy used to get the main ideas of a written text in
order to know what the material is all about. There are three
(3) styles for this.
• PREVIEWING. This involves giving the material a general
look in order to know what the material contains.
• OVERVIEWING. This makes use of taking a look at the
title, chapter, or heading.
• SURVEYING. This involves giving the text a rundown from
the first section.
This is used to
search only for
specific information
needed.
SQ3R is an excellent
technique to use with
textbooks that provide
a lot of information and
require you to learn the
material in depth.
This technique requires processing of the text for full
understanding of the material.

It is a technique which involves an analysis of the claims

presented in the text.
1. Avoid use of many details in a single sentence.

It was already getting dark, and we had to hurry up; so Jean

and I tried to get a taxi, but it was rush hour and it was very
difficult to get a ride.

It was already getting dark, and we had to hurry up./

Jean and I tried to get a taxi, but it was already rush
hour./ It was very difficult to get a ride.
2. Avoid redundant expressions.

Her new shoes are blue in color.

Her new shoes are blue.
3. Avoid emphasis on unimportant details.
4. Avoid using many words when a few would do.
My most amiable and esteemed friend gifted me with this beautiful bracelet.

My friend gave me this beautiful bracelet.

1. Vary sentence beginnings

a) Begin with a prepositional phrase.

- After watching a movie, Lolit went to the grocery.

b) Begin with a single-word modifier.

- Happily, Leah received an award.

c) Begin with dependent clause.

- After the rain had stopped, he cleaned the porch
2. Vary lengths of the sentence

3. Do not overuse the words and & so

COORDINATING CONJUNCTIONS
- (for, and, nor, but, or, yet, and so, known as FANBOYS)

SUBORDINATING CONJUNCTIONS
after, although, as, as if, because, before, how, if, since,
than, though, unless, until, when, where and while.
1. Our new classmate is as pretty as a picture.
2. The fire started in the frying pan, and then the other grease
on the range started to burn, and so the cook called up the
fire department before she used the fire extinguisher.
3. I lost my dear friend when she transferred to neighboring
town.
4. The blissful child engaged in recreation by spontaneously
arranging the multicolored cubes.
5. By calling each and every contestant by phone, she was able
to help the program organizers.
1. We heard a loud thunderclap during the show.
(Begin with the prepositional phrase.)

2. The boy rushed excitedly to his father.

(Begin with a single-word modifier.)

3. His baby brother would not stop crying, until Mother gave
him his feeding bottle.
(Begin with a dependent clause)
MS. MARY GRACE L. CUASAY