TeachingandAssessment of Macroskills.pdf

Teaching and Assessement of Macroskills

1. TEACHING AND
ASSESSMENT OF THE
MACRO SKILLS

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).

6. 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.

8. 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?
_______________________________
_______________________________
_______________________________
_______________________________

9. 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.

10. 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.

11. 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".

12. 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.

13. 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.

14. 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.

16. 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.)

18. 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.
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19. MACRO SKILLS
COMPETENCIES IN THE
ENGLISH K-12 CURRICULUM

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

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

24. I. PHILOSOPHY AND
RATIONALE

25. 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.

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

27. All languages are interrelated and
interdependent.

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

29. Learning requires meaning.

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

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

32. 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

33. An effective language arts and multi-literacies curriculum satisfies the
following principles:
1.develops thinking and language through interactive learning;
2.develops communicative competence and critical literacy;
3.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;

34. 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.

35. III. NEEDS OF THE
LEARNERS : THE CONTEXT

36. 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.

37. 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.

38. IV. OUTCOMES

39. 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.

40. 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.

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

42. • Sociolinguistic competenceis 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.

43. •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.

44. •Strategic competenceis 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.

45. 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.

46. 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.

47. IV. CONCEPTUAL FRAMEWORK

48. 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.

49. 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.

50. 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).

51. 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.

52. 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.

53. COMPONENT 1: Language
Learning Process

54. COMPONENT 1: Language
Learning Process

55. 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.

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

57. 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.

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

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

60. 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.

61. COMPONENT 2: Effective
Language Use

62. 1.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.

63. 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.

64. 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.

65. COMPONENT 3: Making Meaning
through Language

67. COMPONENT 4: Holistic
Assessment

68. Characteristics of Assessment :
1.Proximity to actual language use and
performance
2.2. A holistic view of language
3.3. An integrative view of learning
4.4. Developmental appropriateness
5.5. Multiple referencing

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

71. Write a narrative on how the different
competencies affect the whole learner and
your role as a language teacher.
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72. 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!

74. 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)

75. 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.

76. 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.
1.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

77. Theory of learning

78. 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).

79. Types of learning
and teaching
activities

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

81. 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.

82. The role of
instructional
materials

83. 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.

84. 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

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

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

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

91. Write an essay on the importance
of the goals of CLT and your role
in achieving this as a teacher?
____________________________
____________________________
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92. Thank You!