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Macro Skills 1

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24 views23 pages

Macro Skills 1

Uploaded by

Deniel Denamarca
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Unit 1

An Overview to
Listening, Speaking,
Reading, Writing and
Viewing Skills
Prepared by: Gelyn E. Lagapa
OBJECTIVES

At the end of the chapter the learner must have:


• identified the four Macro Skills
• discussed the four language skills and the importance
of activities to be designed
• differentiated the receptive skills and productive
skills
Language teaching covers four macro-skill needed for
communicating – listening, speaking, reading, and
writing

Oral skills Literacy skills


Receptive skills Listening Reading
Productive skills Speaking Writing
The Four
Language 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 ore called
the four "language skills":
1. Listening Skill
2. Speaking Skill
3. Reading Skill
4. Writing Skill
What is the connection between
receptive and productive skills?

It's important for teaching activities to be designed


so that learners receive input and modeled
language (through listening and reading activities)
before they are expected to produce those modeled
structures (in their own speaking and writing).
Listening and reading activities prepare students
to speak and write their own texts.
Speaking
My family lives in Passi
Activity
City. Our house is big. Dad cuts
the grass. I have three brothers.
Their names are Joey, Asa, and
Lory. We have a dog called spot.
Lea lives with us too. My auntie
Shaine Deny comes for dinner
every night.
How do you teach receptive skills?
Both listening and reading are receptive skills. For a
teacher to be sure that leaners have understood a spoken
or written text, they need to demonstrate their
understanding through a response.
The response may be:
• a verbal response,
• a physical response,
• a creative response or visual representation,
• a written response,
• completing close passage.
Bottom-up processing - happens when
someone tries to understand language by
looking at individual meanings or grammatical
characteristics of the most basic units of the
text, (e.g. sounds for a listening or words for a
reading), and moves from these to trying to
understand the whole text.
Top-down language processing-Using knowledge of
the pattern of a language to help compensate for
noise. The "top" is your expectation of what should be
there, and the "bottom" is what is in fact on the page
or in the sound waves. This knowledge of language
patterns also leads us to overlook errors in text that
we are trying to proofread.

❑A non-native speaker with a really good knowledge


of English may actually do better at spotting some
kinds of proofreader's errors, because
she must rely more on the "bottom".
How do you teach
productive skills?
To enable leaners to produce language, teachers
select the vocabulary and structures, and the spoken
or written text types which will be the focus of a lesson
or unit of work.

3. new uses of
1. modelled 2. controlled the focus
language practice vocabulary
and structures
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 on a teacher-made
worksheet.
Controlled practice:
The sentence frame allows for many possibilities
(e.g. Fish swim in the river. The dog eats outside
the house. Birds fly in the sky. Brolgas stand in the
water. Pipis burrow in the sand). The list of animal
names can be long. The actions can be past,
present or future tense. The place can be a
number of different locations. The actions and
place parts of the sentence frame are an
opportunity to teach and rehearse various verb
and noun suffixes.
Name of the animal/ plants/, etc. + action + Place
Example of a factual text:

The Emu is Australia's tallest native bird, reaching


between 1.6 m and 1.9 m when standing erect.
Adult Emus are covered with shaggy grey-brown
feathers except for the neck and head, which
are largely naked and bluish-black. The wings are
greatly reduced, but the legs are
long and powerful. Each foot has
three forward-facing toes and no
hind toe. Most people see Emus
along roadsides, near fences or
other barriers, giving the impression
of close association. However, Emus
are not really social, except for young
birds, which stay with their father.
Speaking
Describe the picture
Activity
Students then use the modeled
and released vocabulary and
structures, to take turns in
talking with each other (in pairs
or small groups) about what is
happening in each of their
scenes.
The family is down at the beach.
They are sitting on the sand.
The children become hot.
They are running to the sea to swim.
Uncle collects pipis for the family,
The children cook the pipis.
Grandma and grandpa eat the pipis.
The boys are swimming to the island.
The girls catch flathead for the family.
There are birds in the sky.
They are flying to the west.
Today's word is halaan (clam) Cuyunon: kibaw
Tagalog/Pilipino: halaan Pangasinan: lukan
(saltwater); tulya (freshwater) San Jose Romblon: litog
Ilocano: kappó (saltwater); Chavacano: sibugay
bennek (freshwater) Cagayan Iloko: kaggo
Cebuano: tuway Sibuyan Romblon: kayog
Ormocanon: imbaw Tausug: ta'ba'
Kapampangan: parusparus,
Hiligaynon: pakinhason, tuway parosparos, tulya (common);
Surigao: liboo lukban (obsolete)
Cuyunon: kibaw Spanish: almeja
TASK 1
Instruction: Compare and contrast Receptive skills and
Productive skills using a Venn diagram (10 points)

Receptive Productitive
Skills
Skills
Similarities
TASK 2
Instruction: Discuss some ideas by answering the following
questions. Explain and/or give examples. (10 points each)

1. There are for main language skills: reading; writing; speaking;


listening. In general, which one do you think is the most
important for you?
2. Among the four skills, what will happen if one skill will be
removed?
3. Why is it important for teaching activities to be designed or
planned?
4. What things does a teacher need to consider upon
teaching the different macro-skills?

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