PPTteaching-and-assessment-of-the-macro-skills-ppt.pdf
- 1. Teaching AND Assessment OF THE Macro Skills ppt Secondary Education (Tarlac Agricultural University) Studocu is not sponsored or endorsed by any college or university Teaching AND Assessment OF THE Macro Skills ppt Secondary Education (Tarlac Agricultural University) Studocu is not sponsored or endorsed by any college or university Downloaded by YHAN BRADECINA (ryan.bradecina@deped.gov.ph) lOMoARcPSD|36077892
- 2. TEACHING AND ASSESSMENT OF THE MACRO SKILLS Downloaded by YHAN BRADECINA (ryan.bradecina@deped.gov.ph) lOMoARcPSD|36077892
- 3. 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. Downloaded by YHAN BRADECINA (ryan.bradecina@deped.gov.ph) lOMoARcPSD|36077892
- 4. 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). Some sources claim that there are 5 Macro skills in language or English nowadays, whereas; reading, listening, speaking, writing, and cultural awareness (this last one is relatively new). 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. Downloaded by YHAN BRADECINA (ryan.bradecina@deped.gov.ph) lOMoARcPSD|36077892
- 5. 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). 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. It is common for language learners to have stronger receptive than productive skills, that is they can understand more than they can produce.Teachers often link activities for developing students’ receptive and productive skills. Downloaded by YHAN BRADECINA (ryan.bradecina@deped.gov.ph) lOMoARcPSD|36077892
- 6. Downloaded by YHAN BRADECINA (ryan.bradecina@deped.gov.ph) lOMoARcPSD|36077892
- 7. 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. Downloaded by YHAN BRADECINA (ryan.bradecina@deped.gov.ph) lOMoARcPSD|36077892
- 8. • Linguistic competence is the knowledge of the language code, i.e. its grammar and vocabulary, and also of the conventions of its written representation (script and orthography).The grammar component includes the knowledge of the sounds and their pronunciation (i.e. phonetics), the rules that govern sound interactions and patterns (i.e. phonology), the formation of words by means of e.g. inflection and derivation (i.e. morphology), the rules that govern the combination of words and phrases to structure sentences (i.e. syntax), and the way that meaning is conveyed through language (i.e. semantics). • 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. Downloaded by YHAN BRADECINA (ryan.bradecina@deped.gov.ph) lOMoARcPSD|36077892
- 9. • 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 organising words, phrases and sentences in order to create conversations, speeches, poetry, email messages, newspaper articles etc. • Strategic competence is the ability to recognise 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. Downloaded by YHAN BRADECINA (ryan.bradecina@deped.gov.ph) lOMoARcPSD|36077892
- 10. 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.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. Downloaded by YHAN BRADECINA (ryan.bradecina@deped.gov.ph) lOMoARcPSD|36077892
- 11. VIEWING AS A NEW MACRO SKILL Viewing is the fifth macro-skill today. It refers to perceiving, examining, interpreting and construct meaning from visual images and is crucial to improving comprehension of printed and nonprinted materials.Teachers consider viewing as a skill for It is a process that supports oracy and literacy, and is a part of an integrated language arts program. Based on Estrago,2012 It involves interpreting the images for which words stand and connecting visual images in videos, computer programs, and websites whether printed or spoken words. It also enhances listening skills when students attend to nonverbal communication and visual elements of performance, video, television, film, and multimedia presentations. Lastly, it also enhances reading when students attend to visuals accompanying print such as charts, diagrams, illustrations; specific textual techniques, for example, layout, color, symbols; and the assumptions, perspectives, and quality of a variety of media like photos, plays, video. Downloaded by YHAN BRADECINA (ryan.bradecina@deped.gov.ph) lOMoARcPSD|36077892