W

E
L

READING
C
O
M
E

LANGUAGE, CULTURE, AND SOCIETY

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 READING
is a multifaceted process involving word
recognition, comprehension, and fluency.

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READING…

01 RECOGNITION 02 COMPREHENSION 03 FLUENCY

identifying the words constructing an coordinate identifying
in print understanding from words and making
them meaning so that
reading is automatic
and accurate

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ORAL READING

Reading aloud. This can be a technique to improve poor

readers’ word identification in context

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 SILENT READING
Silent speech or sub-vocalization. It helps to envision the
word’s sound as it’s being read.

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M
Silent Reading
A
C
Intensive
R
O
- Practicing specific reading strategies
S
K a. Linguistic
I - Includes nature, structure and modification of language
L b. Context
L
Information or elements that influence how we read in different texts

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M
Silent Reading
A
C
Extensive
R
O
- Reading for pleasure or reading technical, scientific or professional
S material.
K
I a. Scanning
L - Key details
L
b. Skimming
-essential meaning

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WRITING
another macro skill which language teachers
should master and teach students. Writing entails
control of language variables since it is an
extremely complex cognitive activity.
 Decide the
topic

Review, Research
edit and and collect
format information
STEPS FOR
WRITING

Start writing
Outline and
by a simple
Plan
draft

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VIEWING
allow students to pause and reflect and think
about the images they are seeing and analyze or
evaluate further these visuals for better use.
TYPES OF VIEWING…
Visual literacy Critical Viewing

- skills to decipher the meaning from the visuals
- Ability to create visuals to convey effectively
the ideas in the mind
- Skills to understand and evaluate
information from visuals
- Ability to analyze the composition of the
picture

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COMMUNICATION
COMPETENCE
Cooley and Roach (1984) mentioned that
Communicative competence refers to the knowledge
one has on morphology, phonology, syntax including
how and when to use these appropriately in
utterances.
CANALE AND SWAIN (1980)
GRAMMATICAL
4-DIMENSIONAL THEORY OF
COMPETENCE
COMMUNICATIVE COMPETENCE

DISCOURSE COMMUNICATIVE SOCIOLINGUISTIC

COMPETENCE COMPETENCE COMPETENCE

STRATEGIC
COMPETENCE

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 PRINCIPLES IN DEVELOPING COMMUNICATIVE COMPETENCE

CP or TP or task
communication principle: MP or meaningful
principle: principle:
Teachers must carefully choose
As teachers, we provide activities Teachers provide real-life authentic and engaging
for students that push them to use activities to complete or do. activities that create meaning
language in a communicative for students for learning to take
context. place and endure.

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