PPT Teaching and Assessment of Macro skills.pptx

Teaching and Assessment of Macroskills

1. TEACHING AND ASSESSMENT OF THE MACRO SKILLS Prepared by: RYAN A. BRADECINA Instructor

2. OVERVIEW OF TEACHING AND ASSESSMENT OF MACRO SKILLS When we learn a language, there are four skills that we need for complete communication. When we learn our native language, we usually learn to listen first, then to speak, then to read, and finally to write. These are called the four "language skills" also known as "macro skills'. Macro skills are most commonly referred to listening, speaking, reading and writing in English language .

3. WHAT ARE THE FOUR MACRO-SKILLS? Macro skills refer to the primary, key, main, and largest skillset relative to a particular context. It is commonly referred to in the English language. The four macro skills are reading, listening, writing, and speaking. Alla Echoldt (2020).

4. RECEPTIVE VS. PRODUCTIVE 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).

5. Below are pictures of the things you usually do as a student. Rank them according to importance based on your own perspective. 1 as the most important and 5 being the least important.

6. What were the things you considered in coming up with your decision on which of the tasks was most important and which one was least important? ____________________________________________________________________________________________________________________________

7. The four skills can also be grouped another way. Listening and reading are receptive skills since learners need to process and understand language being communicated to them in spoken or written form. Speaking and writing are known as productive skills since learners need to produce language to communicate their ideas in either speech or text.

8. Listening is a communication technique that requires the listener to understand, interpret and evaluate what he or she hears. Listening is the most important skill in communication. It is a mental operation involving processing sound waves, interpreting their meaning, and storing them in memory.

9. Speaking is the delivery of language through the mouth. To speak, we create sounds using many parts of our body, including the lungs, vocal tract, vocal chords, tongue, teeth and lips. In our own language, speaking is usually the second language skill that we learn. This vocalized form of language usually requires at least one listener. When two or more people speak or talk to each other, the conversation is called a "dialogue".

10. Reading is a fundamental skill for learners, not just for learning but for life (Traves 1994) with reading being defined as ―…the ability to draw meaning from the printed page and interpret this information appropriately. Reading comprehension involves decoding symbols with the intention of deriving meaning from the text. This can be used for sharing knowledge, for self-development or simply for relaxation.

11. Writing is the process of using symbols to communicate thoughts and ideas in a readable form. Writing allows for a more meaningful and in-depth transmission of ideas compared to speaking. Follow the writing process: 1) prewriting; 2) drafting; 3) revising; 4) proofreading; and 5) publishing.

12. Viewing refers to the ability to perceive meaning from visual images and presentations. This is a process that supports oracy and literacy. Viewing broadens the ways in which students can understand and communicate their ideas through non verbal communication. Here are some ways to represent ideas visually: 1. Drawings; 2. Photographs; 3.Organizational graphs and charts; 4. Videos; 5. Multimedia 6. Web Pages – and web based correspondence.

13. Complete the semantic web below. You can freely add words that you think are connected to words inside the bubble. (Here are some words you start with, place them in the bubble you think is most relevant to these skills: vocabulary, spelling, grammar. Add as much as you can.)

14. Based on the previous activity we just had, do you think that these macro skills are related? If so, how does each macro skill develop you as a better language learner/ Write a reflective narrative here. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

15. MACRO SKILLS COMPETENCIES IN THE ENGLISH K-12 CURRICULUM

16. Complete the diagram below by providing associate words / synonyms to the words “COMPETENCY”. Be creative with how you will accomplish this activity.

17. ACQUIRE Download full Curriculum Guide here: https://www.deped.gov.ph/wpcontent/uploads/2019/01/English-CG.pdf

18. I. PHILOSOPHY AND RATIONALE

19. Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. Language is governed by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture which is essential in understanding oneself (personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and contributing to a better society. Language, therefore, is central to the peoples’ intellectual, social and emotional development and has an essential role in all key learning areas1 . Language is the foundation of all human relationships.

20. II. GUIDING PRINCIPLES The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition, learning, teaching and assessing principles.

21. All languages are interrelated and interdependent.

22. Language acquisition and learning is an active process that begins at birth and continues throughout life

23. Learning requires meaning.

24. Learners learn about language and how to use it effectively through their engagement with and study of texts.

25. Successful language learning involves viewing, listening, speaking, reading and writing activities .

26. Language learning involves recognizing, accepting, valuing and building on students’ existing language competence, including the use of non-standard forms of the language, and extending the range of language available to students

27. An effective language arts and multi-literacies curriculum satisfies the following principles: develops thinking and language through interactive learning; develops communicative competence and critical literacy; draws on literature in order to develop students’ understanding of their literary heritage; 4. draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge; 5. develops students’ oral language and literacy through appropriately challenging learning;

28. 6. emphasizes writing arguments, explanatory/informative texts and narratives; 7. provides explicit skill instruction in reading and writing; 8. builds on the language, experiences, knowledge and interests that students bring to school; 9. nurtures students’ sense of their common ground in using language/s for communication as present or future global citizens to prepare them to participate in school and in civic life, and; 10. assesses and reflects the students’ ability to interpret and/or communicate in the target language.

29. III. NEEDS OF THE LEARNERS : THE CONTEXT

30. The generation born after the year 1994 until 2004 is referred to as Generation Z. This is the first generation to be born with complete technology. They were born with PCs, mobile phones, gaming devices, MP3 players and the ubiquitous Internet. They do not know life without technology. Hence, they are often termed as digital natives and are extremely comfortable with technology. They can email, text and use computers without any problems. In addition, members of Generation Z can understand and master advancement in technology. Unfortunately, this reliance on technology and gadgets has had a negative effect on the members. They rather stay indoors and use their electronics than play outdoors and be active. They are leading a sedentary life that can result in health problems later on. For them, social media platforms are a way to communicate with the outside world.

31. This generation is unable to analyze complex data and information as they cannot focus for very long. While we don’t know much about Gen Z yet...we know a lot about the environment they are growing up in. This highly diverse environment will make the grade schools of the next generation the most diverse ever.

32. IV. OUTCOMES

33. MACRO SKILLS COMPETENCIES IN THE ENGLISH K-12 CURRICULUM The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions, principles, strategies and skills in interacting with others, understanding and learning other content areas, and fending for themselves in whatever field of endeavour they may engage in.

34. MACRO SKILLS COMPETENCIES IN THE ENGLISH K-12 CURRICULUM Communicative Competence Communicative Competence is a synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform communicative functions, and how knowledge of utterances and communicative functions can be combined according to the principles of discourse. Communicative competence is classified into the following competencies.

35. Linguistic competence Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological words, syntactic rules, semantic rules and lexical items.  

36. • Sociolinguistic competence  is the knowledge of sociocultural rules of use, i.e. knowing how to use and respond to language appropriately. The appropriateness depends on the setting of the communication, the topic, and the relationships among the people communicating. Moreover, being appropriate depends on knowing what the taboos of the other culture are, what politeness indices are used in each case, what the politically correct term would be for something, how a specific attitude (authority, friendliness, courtesy, irony etc.) is expressed etc.

37. Discourse competence is the knowledge of how to produce and comprehend oral or written texts in the modes of speaking/writing and listening/reading respectively. It’s knowing how to combine language structures into a cohesive and coherent oral or written text of different types. Thus, discourse competence deals with organizing words, phrases and sentences in order to create conversations, speeches, poetry, email messages, newspaper articles etc.

38. Strategic competence  is the ability to recognize and repair communication breakdowns before, during, or after they occur. For instance, the speaker may not know a certain word, thus will plan to either paraphrase, or ask what that word is in the target language. During the conversation, background noise or other factors may hinder communication; thus the speaker must know how to keep the communication channel open. If the communication was unsuccessful due to external factors (such as interruptions), or due to the message being misunderstood, the speaker must know how to restore communication. These strategies may be requests for repetition, clarification, slower speech, or the usage of gestures, taking turns in conversation etc.

39. MULTILITERACIES Multiliteracies (multi literacy practices) recognize that there are many kinds of literacy at work within our society. These include traditional literacy practices using texts as well as new literacy practices using texts of popular culture such as films. Social literacy encompasses how we communicate and exchange meaning in our society while professional literacy links with the notion of literacy for school of the workplace.

40. The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that English language is the most widely used medium of communication in Trade and the Arts, Sciences, Mathematics, and in world economy. Furthermore, the curriculum aims to help learners understand that English language is a dynamic social process which responds to and reflects changing social conditions, and that English is inextricably involved with values, beliefs and ways of thinking about ourselves and the world we dwell in. Through multi-literacy skills, learners will be able to appreciate and be sensitive to sociocultural diversity and understand that the meaning of any form of communication depends on context, purpose and audience.

41. IV. CONCEPTUAL FRAMEWORK

42. The curriculum has five (5) components. Each component is essential to the learners’ ability to communicate effectively in a language leading them to achieve communicative competence and multiliteracies in the Mother Tongue, Filipino and English.

43. Component 1 illustrates learning processes that will effect acquisition and learning of the language. It explains the HOW of language learning and therefore serves as guiding principles for language teaching.

44. Component 2 describes knowledge and skill areas which are essential to effective language use (understanding of cultures, understanding language, processes and strategies) which will be developed through language arts (macro-skills).

45. Component 3 shows the interdependence and interrelationships of the macro-skills of the language (listening, speaking and viewing; reading, viewing and responding; writing and representing) and the development of thinking skills (critical thinking, creative thinking and metacognition) allowing students to make meaning through language.

46. Component 4 explains the holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its effectiveness to students, teachers, school administrators, and curriculum developers.

47. COMPONENT 1: Language Learning Process

48. COMPONENT 1: Language Learning Process

49. 1. Spiral Progression Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty and sophistication.

50. 2. Interaction Language learning will be situated in the context of communication (oral and written).

51. 3. Integration The areas of language learning – the receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way, together with the use of relevant print and non-print resources, to provide multiple perspectives and meaningful connections.

52. 4. Learner-Centeredness Learners are at the center of the teaching-learning process. Teaching will be differentiated according to students’ needs, abilities and interests.

53. 5. Contextualization Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use.

54. 6. Construction Making meaning is the heart of language learning and use. Learning tasks and activities will be designed for learners in such a way that they will have time to reflect on and respond to ideas and information.

55. COMPONENT 2: Effective Language Use

56. UNDERSTANDING CULTURES Learning language through text types and literary appreciation exposes learners to different cultures of the world, including one’s culture. Learners develop sociolinguistic and sociocultural understandings and apply them to their use of the language (Mother Tongue, Filipino, and English). Sociolinguistic understanding refers to appropriate language use. It is defined in this document as taking into account the social significance of linguistic forms and the linguistic implications of social facts. Language is a complex social practice that reflects and reinforces shared understandings about appropriate actions, values, beliefs and attitudes within a community.

57. 2. UNDERSTANDING LANGUAGE. Learners apply their knowledge of the system of the language to assist them to make meaning and to create meaning. They come to recognize the patterns and rules of the language which emerge as they interact with a plethora of texts (literary and informational) to make meaning. They apply this knowledge and understanding to create their own spoken, written and visual texts.

58. 3. PROCESS AND STRATEGIES. Learners select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a variety of purposes in a range of contexts. They deliberate on how they use language and apply different language strategies, depending on their purpose, context and audience.

59. COMPONENT 3: Making Meaning through Language

60. COMPONENT 4: Holistic Assessment

61. Characteristics of Assessment : Proximity to actual language use and performance 2. A holistic view of language 3. An integrative view of learning 4. Developmental appropriateness 5. Multiple referencing

62. In your own understanding of the K-12 Curriculum competencies, what are the most essential components? Explain these components which you have chosen.

63. Write a narrative on how the different competencies affect the whole learner and your role as a language teacher. _________________________________________________________________________________________________________

64. VIEWING AS A NEW MACRO SKILL Below are phrases we commonly use. Paraphrase these statements as many times as you possibly can. Write your answers in the box provided. Be creative!

65. Theory of language The communicative approach in language teaching starts from a theory of language as communication. The goal of language teaching is to develop what Hymes (1972) referred to as "communicative competence." Hymes coined this term in order to contrast a communicative view of language and Chomsky's theory of competence. Chomsky held that linguistic theory is concerned primarily with an ideal speaker-listener in a completely homogeneous speech community, who knows its language perfectly and is unaffected by such grammatically irrelevant conditions as memory limitation, distractions, shifts of attention and interest, and errors (random or characteristic) in applying his knowledge of the language in actual performance. (Chomsky 1965: 3)

66. In Hymes's view, a person who acquires communicative competence acquires both knowledge and ability for language use with respect to: 1. whether (and to what degree) something is formally possible; 2. whether (and to what degree) something is feasible in virtue of the means of implementation available; 3. whether (and to what degree) something is appropriate (adequate, happy, successful) in relation to a context in which it is used and evaluated; 4. whether (and to what degree) something is in fact done, actually performed, and what its doing entails.

67. At the level of language theory, Communicative Language Teaching has a rich, if somewhat eclectic, theoretical base. Some of the characteristics of this communicative view of language follow. Language is a system for the expression of meaning. 2. The primary function of language is for interaction and communication. 3. The structure of language reflects its functional and communicative uses. 4. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse

68. Theory of learning

69. In contrast to the amount that has been written in Communicative Language Teaching literature about communicative dimensions of language, little has been written about learning theory. Neither Brumfit and Johnson (1979) nor Littlewood (1981), for example, offers any discussion of learning theory. Elements of an underlying learning theory can be discerned in some CLT practices, however. One such element might be described as the communication principle: Activities that involve real communication promote learning. A second element is the task principle: Activities in which language is used for carrying out meaningful tasks promote learning (Johnson 1982).

70. Types of learning and teaching activities

71. Learner roles : The emphasis in Communicative Language Teaching on the processes of communication, rather than mastery of language.

72. Teacher roles : Several roles are assumed for teachers in Communicative Language Teaching, the importance of particular roles being determined by the view of CLT adopted.

73. The role of instructional materials

74. TEXT-BASED MATERIALS: There are numerous textbooks designed to direct and support Communicative Language Teaching. Their tables of contents sometimes suggest a kind of grading and sequencing of language practice not unlike those found in structurally organized texts.

75. TASK-BASED MATERIALS: A variety of games, role plays, simulations, and task-based communication activities have been prepared to support Communicative Language Teaching classes. These typically are in the form of one-of-a-kind items: exercise handbooks, cue cards, activity cards, pair-communication practice materials, and student-interaction practice booklets

76. REALIA : Many proponents of Communicative Language Teaching have advocated the use of "authentic," "from-life" materials in the classroom.

77. Draw a diagram / caricature of how CLT approach should be delivered in the context of teaching and learning.

78. Based on your drawing above how do you define Communicative Language Teaching?

79. Write an essay on the importance of the goals of CLT and your role in achieving this as a teacher? ____________________________________________________________________________________

80. Thank You!