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Week 1

This document discusses teaching and assessing the macro skills of listening, speaking, reading, writing, and viewing. [1] It explores the theoretical bases and various approaches for developing these skills at different stages of the lesson. [2] Students will learn to identify learning outcomes aligned with competencies and provide feedback to improve learner performance in the macro skills. [3]

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Joy Ann Mendoza
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66 views

Week 1

This document discusses teaching and assessing the macro skills of listening, speaking, reading, writing, and viewing. [1] It explores the theoretical bases and various approaches for developing these skills at different stages of the lesson. [2] Students will learn to identify learning outcomes aligned with competencies and provide feedback to improve learner performance in the macro skills. [3]

Uploaded by

Joy Ann Mendoza
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 31

Teaching and Assessment

of the Macro Skill

JOY ANN A. MENDOZA, MAED, LPT.


EEd211
This course allows the students to explore the nature of the macro skills and the
theoretical bases, principles, and methods and strategies in teaching and assessing
listening, speaking, reading, writing, and viewing. It aims to provide various approaches
and strategies for pre-lesson, during lesson, and post-lesson to develop research-
based knowledge and principles in teaching the macro skills while using differentiated
teaching to suit learners’ gender, needs, strengths, interests, and experiences. Also,
they will be able to identify learning outcomes aligned with the learning competencies
and provide timely, accurate, and constructive feedback to improve learners’
performance in the macro skills.
2
Let’s Get to Know you!

Describe yourself using any title of the


song or a book that you have read. No need
to explain why you choose it.

3
The Five
Macro Skills in
Teaching

4
Reading Writing

Speaking Listening
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5 Macro Skills in Teaching

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VIEWING
As a new macro
skill
Give me one word you can relate with
viewing.

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What is Viewing?

✔ an active process of attending and


comprehending visual media, such as
television, advertising images, films,
diagrams, symbols, photographs, videos,
drama, drawings, sculpture and paintings
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Why did
viewing
emerge as the
new Macro
Skill?
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Why did viewing emerge as a new macro skill?

✔ we are living in the advent of internet and the digital revolution,


where people tend to focus on anything visuals
✔ mobile devices, which allow us to capture still and moving images,
become a necessary, not a luxury
✔ video-sharing platforms such as YouTube appear and social media
networks such as Instagram and Facebook whose users upload
largely visual content emerge
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WHY IS
VIEWING
EMBRACED IN
THE
ACADEME?
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Why Is Viewing Embraced In The Academe?

✔ It is an easy way for the teacher to be guided while discussing


since viewing could help the teacher ease the pain from talking
throughout the period.
✔ Students rely much in it and often become more focus and active
in comparison with their response when presenting them a single
modality material such as plain literature text.

12
Why Is Viewing Embraced In The Academe?

✔ Majority of texts students are accessing outside the classroom


are visual texts and multimodal texts which use images.
✔ It helps students acquire information and appreciate ideas and
experiences visually communicated by others.
✔ It enhances the execution of the lesson proper.

13
Ways to
Present Ideas
Visually

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Why Is Viewing Embraced In The Academe?

✔ Drawings
✔ Photographs
✔ Videos
✔ Webpages
✔ Graphs and Charts
✔ Multi -media
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Receptive
vs.
Productive
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What are the Four Macro Skills

✔ Language teaching covers four macro-skills needed for


communicating – listening, speaking, reading and writing.
Good language teachers plan lessons, and sequences of
lessons, which include a mixture of all the macro-skills,
rather than focusing on developing only one macro-skill at a
time.
21
What are the Four Macro Skills

✔ Listening and speaking are oral skills. Reading and writing


are literacy skills.
✔ Each week teachers should include some activities which
focus on developing the students’ oral skills (e.g. pair and
group interactions and games) and some activities which
focus on literacy skills (e.g. reading and analyzing texts and
then students write their own). 22
Receptive vs. Productive
Receptive Productive
Listening and reading
Speaking and writing are
are receptive skills since
known as productive
learners need to process
skills since learners need
and understand
to produce language to
language being
communicate their ideas
communicated to them in
in either speech or text.
spoken or written form. 23
How do you teach receptive skills?
✔ a verbal response, e.g. answering questions orally when the
teacher asks students one-by-one around the class,
✔ a physical response, e.g. an action in a Total Physical Response
activity,
✔ a creative response or visual representation, e.g. listening to a
talk about local places and drawing a map of them; reading a
description of a person and drawing them,
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How do you teach receptive skills?
✔ a written response, e.g. listening to or reading a text and writing
answers to multiple choice, true/false, short answer
comprehension questions, sentence completion activities,
✔ completing a cloze passage.

25
Receptive Skills
Bottom-up Top-Down
From the bottom up, For students to develop their
teachers ensure that top-down processing skills,
students know the sounds they often need to hear or
and spelling system, word read the text a few times.
roots and suffixes, and build Each time they will process
up to phrases, sentences, and understand more of the
and paragraphs. text.
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How do you teach productive skills?
✔ For students to develop their top-down processing skills, they
often need to hear or read the text a few times. Each time they
will process and understand more of the text.
✔ For students to develop their top-down processing skills, they
often need to hear or read the text a few times. Each time they
will process and understand more of the text.

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The modeled language may be
provided by:
✔ the teacher speaking to the class,
✔ an audio or audio-visual recording which the teacher has made
earlier,
✔ the teacher presenting text on the (interactive) white board,
✔ a text for the students to listen to and/or read and analyse,
✔ in a textbook, workbook or on a teacher-made worksheet.
29
“
Challenges are gifts
that force us to search
for a new center of
gravity. Don’t fight
them. Just find a new
way to stand.
-Oprah Winfrey

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