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MAJ 20 Input and Output 1
MAJ 20 Input and Output 1
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier No: 09077
COURSE PACKET IN
MAJOR 20: TEACHING AND
ASSESSMENT OF MACRO SKILLS
Prepared By:
Romer B. Vergara
Course Facilitator
2021
AMC, Vallesville – Fatima, Liloy, ZamboangadelNorte, 7115
Teaching and
Assessment
of Macro Skills
Listening Speakin
g
Reading Writing
Setting new benchmarks for teacher education is no mean task. This is so in the instance of New
Flexible Education which ensures the comfort and safety of the students amidst the crisis that the
country is facing. The Educational Workforce work hand in hand to cope-up and maintain the quality
Education of the Philippines. To address this, we are developing a course packet for the ease learning-
teaching process.
This course packet enclosed three parts: the course outline, the inputs and the outputs. The
TEACHING AND ASSESSMENT OF MACRO SKILLS aims to align the teaching and assessment of the
four macro skills; listening, speaking, reading, and writing with the new flexible education curriculum.
The course packet makes use of an array of activities which are keeping with trends in education such as
the inclusion of multimodal instructions and learning experiences which improve and develop the
reflective education, self-learning, discovery approach, constructivist teaching teaching-learning and
authentic assessment.
The inputs of this course packet aim to help students understand key theoretical concepts,
principles and practices of various modes of educational process in teaching and assessing macro skills,
apply the inputs learned to their work as future teachers, and to enhance their appreciation of ways in
which such knowledge can enhance English Language Teaching and Assessing practice.
The course packet is arranged from teaching receptive and productive skills, theory of teaching
and assessment to practice.
It is hoped that this course packet on TEACHING AND ASSESSMENT OF MACRO SKILLS
will be utilized to its maximum that would help answer the needs of the students majoring in English.
ROMER B. VERGARA
Contact No. 09552797407
Email Account:
baunillo1997@gmail.com
Facebook Account: Romer
Vergara
ii
Ave Maria College
COLLEGE DEPARTMENT
HEI Unique Institutional Identifier: 09077
TABLE OF CONTENTS
Page
Contents
No.
Cover Page ………………………………………………………………………………… i
Preface …………………………………………………………………………………….. ii
Table of Contents …………………………………………………………………………. iii
Course Outline ……………………………………………………………………………. v
Week 1
I. Teaching Receptive Skills
A. Teaching Listening…………………………………………………………………… 3
B. Teaching Reading……………………………………………………………………. 13
Week 2
II.Teaching Productive Skills
A. Teaching Speaking…………………………………………………………………… 27
B. Teaching Writing…………………………………………………………………….. 39
Week 3
Week 4
Week 5
III. Assessing the Receptive Skills
A. Testing Listening…………………………………………………………………... 60
B. Testing Reading……………………………………………………………………. 61
Week 6
IV. Assessing the Productive Skills
A. Testing Speaking…………………………………………………………………... 66
B. Testing Writing…………………………………………………………………….. 68
iii
V. Assessment Strategies and Tools…………………………………………………... 77
Week 8
Final Examination ………………………………………………………………….. 84
Week 9
Course Portfolio …………………………………………………………………….. 86
iv
Ave Maria College
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077
COURSE OUTLINE
Course
Romer B. Vergara
Facilitator
Course Code
MAJ 20 – Teaching and Assessment of Macro Skills
and Title
Course Pre-
MAJ 2 - Language, Culture, and Societies
requisite
Course This course explores the nature of reading and the theoretical basis, principles and
Description methods and strategies in teaching and assessing reading. It aims to familiarize students
with various strategies for pre-reading, during reading, and post reading.
Course At the end of this course, the students should be able to:
Objectives
a. acquire knowledge, skills and strategies in teaching Macro Skills as shown in their
individual prepared lesson plan;
b. actualize their understanding by conducting demonstration teaching using their
prepared lesson plan using different teaching and learning strategies in teaching the
Macro Skills;
c. internalize teaching by evaluating and reflecting on their prepared and demonstrated
lesson plan;
d. identify the different types of assessment methods in testing Macro Skills by
preparing various samples of each test types;
e. apply theories, principles and trends in assessment methods through constructing
test items; and
f. internalize the importance of effective assessment to language teaching and
learning (Macro Skills)
No. of Course
6 Hrs. Home Learning = 6 Hrs./Week x 9 Weeks =54 Hrs.
Hours
Flexible Blended Teaching & Learning Modalities
Learning (Home Learning Aided by Course Packet)
Week Lessons / Teacher’s Activity Flexible Students’ Activity
(Input) (Output)
Week 1 General Class and Course Orientation
1. Discuss Course Outline, Requirements 1. Get Oriented About the Course,
(Outputs), Classroom Protocols and Requirements, Classroom Protocols
Week 1 Lessons and Activities and Week 1 Lessons & Activities
2. Distribute Course Packets 2. Receive Course Packet
WEEKLY OBJECTIVES: At the end of the weekly lesson, the students should be
able to:
a. Answer correctly at least 85% of the questions in the Weekly Exam and;
b. Write two semi-detailed lesson plans in teaching listening and reading for the
pre-assigned grade level.
LESSON 1: HOME LEARNING:
I. Teaching Receptive Skills Read Lesson 1. Then do:
v
A. Teaching Listening
B. Teaching Reading 1. Weekly Exam 1 – Testing Knowledge
2. Activity 1 – Lesson Planning in
Teaching Listening and Reading
Week 2
1. Collect Week 1 Outputs 1. Submit Week 1 Outputs
WEEKLY OBJECTIVES: At the end of the weekly lesson, the students should be
able to:
a. Answer correctly at least 85% of the questions in the Weekly Exam and;
b. Write two semi-detailed lesson plans in teaching speaking and writing for the
pre-assigned grade level.
LESSON 2: HOME LEARNING:
II. Teaching Productive Skills Read Lesson 2. Then do:
A. Teaching Speaking
B. Teaching Writing 1. Weekly Exam 2 – Testing Knowledge
2. Activity 2 – Lesson Planning in
Teaching Speaking and Writing
Week 3
1. Collect Week 2 Outputs 1. Submit Week 2 Outputs
2. Return evaluated Week 1 Outputs 2. Receive evaluated Week 1 Outputs
WEEKLY OBJECTIVE: At the end of the week, the students should be able to:
a. Write two detailed lesson plans in teaching any of the macro skill – speaking,
writing, listening and reading, for a pre-assigned grade level.
HOME LEARNING:
Week 4
1. Collect Week 3 outputs 1. Submit Week 3 Outputs
2. Return evaluated Week 2 outputs 2. Receive evaluated Week 2 Outputs
WEEKLY OBJECTIVE: At the end of the week, the students should be able to:
a. Produce video of a demonstration teaching using a selected detailed lesson
plan in teaching macro skills.
HOME LEARNING:
Week 5
1. Collect Week 4 Output 1. Submit Week 4 output
2. Return evaluated Week 3 Outputs 2. Receive evaluated Week 3 Outputs
WEEKLY OBJECTIVES: At the end of the weekly lesson, the students should be
able to:
a. Answer correctly at least 85% of the questions in the Weekly Exam and;
b. Develop assessment tools in assessing receptive skills – listening and reading
vi
for the pre-assigned grade level and quarter.
LESSON 3: HOME LEARNING:
III. Assessing Receptive Skills Read Lesson 3. Then do:
A. Testing Listening
B. Testing Reading 1. Weekly Exam 3 – Testing Knowledge
2. Activity 5 – Constructing Assessment
Tools for Listening and Reading Skills
Week 6
1. Collect Week 5 Outputs 1. Submit Week 5 Outputs
2. Return evaluated Week 4 Outputs 2. Receive evaluated Week 4 Outputs
WEEKLY OBJECTIVES: At the end of the weekly lesson, the students should be
able to:
a. Answer correctly at least 85% of the questions in the Weekly Exam and;
b. Develop assessment tools in assessing productive skills – speaking and writing
for the pre-assigned grade level and quarter.
LESSON 4: HOME LEARNING:
IV. Assessing Productive Skills ReadLesson 4. Then do:
A. Testing Speaking
B. Testing Writing 1. Weekly Exam 4 – Testing Knowledge
2. Activity 6 – Constructing Assessment
Tools for Speaking and Writing Skills
Week 7
1. Collect Week 6 Output 1. Submit Week 6 Output
2. Return evaluated Week 5 Outputs 2. Receive evaluated Week 5 Outputs
WEEKLY OBJECTIVES: At the end of the weekly lesson, the students should be
able to:
a. Answer correctly at least 85% of the questions in the Weekly Exam and;
b. Develop assessment activities and tools in assessing receptive and productive
skills.
LESSON 5: HOME LEARNING:
V. Assessment Strategies and Tools: Read Lesson 5. Then do:
Checklist, Rating Scales, and
Rubrics 1. Weekly Exam 5 – Testing Knowledge
2. Activity 7 – Crafting Rubrics and
Checklists
Week 9
Submission of Course Portfolio Submit Course Portfolio
Congratulations! You have just completed your Course in MAJOR 20 – Teaching and Assessment of
Macro Skills
vii
Good Job!
Major Output / Project
Assessment Task/s Details
Portfolio in MAJ This is an individual compilation of student’s output for the entire semester,
20 – Teaching and which contains the following :
Assessing of Macro 1. Weekly Exam and Activity 1 – 7
Skills
(Further details are provided on week 9 of this course packet.)
Consultation A 3-Hour time is allotted per week for students to consult with their teacher at a
Hours designated place and agreed time.
List of References
Books:
Go, M. B., and Posecion, O. T., (2010). Language and Literature Assessment. LORIMAR Publishing,
Inc. 776 Aurora Blvd., cor. Boston Street, Cubao, Quezon City, Metro Manila, Philippines.
Gutierrez M.R. M., and RaymundoMa.C. Y. (2013). Teaching Reading and Writing. PNU Let
Reviewer, FCA Printhouse, Manila, Philippines
Kayi H. (2012). Teaching Speaking: Activities to Promote Speaking in a Second Language. Retrieved
on June 06, 2020 from
http://www.rusnauka.com/9_NND_2012/Pedagogica/2_104902.doc.htm
LinkedIn Corporation (2018). Testing Receptive Skills. Downloaded on June 23, 2020 from
https://www.slideshare.net/GerrySaludesPachica/testing-the-receptive-skills
Manzano, S. R. and Palma, Ma.S. A. (2013). Teaching Listening and Speaking. PNU Let Reviewer
FCA Printhouse, Manila, Philippines
Rao C. S. V. (2018). Developing Students' Writing Skills in English-A Process Approach. Retrieved
on June 22, 2020 from https://www.researchgate.net/publication/325489625
viii
Prepared By: Approved By: Noted By:
LEOLYN MARIE V. PUGATE DR. DOMINGO S. ARANAL DR. NUEVA ERA V. ARANAL
Course Facilitator Executive VP President
ix
Week 1
MAJOR 20 – TEACHING AND ASSESSMENT OF MACRO SKILLS
a. acquire knowledge, skills and strategies in teaching Macro Skills as shown in their
individual prepared lesson plan;
b. actualize their understanding by conducting demonstration teaching using their prepared
lesson plan using different teaching and learning strategies in teaching Macro Skills;
c. internalize teaching by evaluating and reflecting on their prepared and demonstrated
lesson plan;
d. identify the different types of assessment methods in testing Macro Skills by preparing
various samples of each test types;
e. apply theories, principles and trends in assessment methods through constructing test
items; and
f. internalize the importance of effective assessment to language teaching and learning
(Macro Skills)
Your course will run for 9 weeks of home learning where you will be aided by this course
packet. This course packet contains the course outline, the weekly lessons and activities, major course
requirements, the grading system and the Basic Protocols to be observed during the face-to-face
sessions.
At the end of each lesson you are required to answer the Weekly Exams to determine your
personal understanding of the lessons. In addition, you are required to work on the activities which
you are expected to submit to the course facilitator on the following week. Moreover, you are required
to take the quarterly examinations on the designated date and time.
You can go through the course outline at the beginning of this course packet to have a
glimpse of the specific lessons and the equivalent requirements for each week.
If you have questions for clarifications you can text, call or email your course facilitator.
GOD BLESS
A. Teaching Listening
Introduction
Listening is receiving language through the ears. Listening involves identifying the sounds
of speech and processing them into words and sentences. When we listen, we use our ears to receive
individual sounds (letters, stress, rhythm and pauses) and we use our brain to convert these into
messages that mean something to us.
Listening in any language requires focus and attention. It is a skill that some people need to
work at harder than others. People who have difficulty concentrating are typically poor listeners.
Listening in a second language requires even greater focus.
Listening is the neglected communication skill. While all of us have had instruction in
reading, writing, and speaking, few have had any formal instruction in listening. Most of us spend
seven of every 10 minutes of our waking time in some form of communication activity. Of these
seven minutes (or 70% of the time we are awake), 10% is spent writing, 15% reading, 30% talking,
and 45% listening.
Listening is more than merely hearing words. Listening is an active process by which
students receive, construct meaning from, and respond to spoken and or nonverbal messages
(Emmert, 1994). As such, it forms an integral part of the communication process and should not be
separated from the other language arts. Listening comprehension complements reading
comprehension. Verbally clarifying the spoken message before, during, and after a presentation
enhances listening comprehension. Writing, in turn, clarifies and documents the spoken message.
Listening is an important skill but inappropriately, teachers incline to neglect this skill in
English classes. We found that teacher ponder over that listening skills, they assume that the skill of
listening will develop automatically when the learners hear English spoken in the classes. It is not
true when we speak in the class our learners hears us most of the time, and if we want to develop
their listening skills, we have to use activities that encourage these skills. Listening is different from
hearing as it involves understanding. We hear whenever our ears are open and functional: we hear
the bell; we hear the car and motorcycle. Whether we like them or not but we listen to something
when we are interested in it and listening is complete only when we understand what we listen so
listening skills have to be developed with the help of certain tasks. Listening should be convoyed by
some activity through which students can demonstrate their comprehension and experience the
pleasure of success.
Kinds of Listening
Teachers can help students become effective listeners by making them aware of the different
kinds of listening, the different purposes for listening, and the qualities of good listeners. Wolvin
and Coakley (1992) identify four different kinds of listening:
Traditionally, secondary schools have concentrated on the comprehensive and critical kinds
of listening. Teachers need to provide experiences in all four kinds. For example, listening to
literature read, listening to radio plays, and watching films develop appreciative in addition to
comprehensive and critical listening. When students provide supportive communication in
collaborative groups, they are promoting therapeutic listening. For example, the listening behavior
can show understanding, acceptance, and trust, all of which facilitate communication. Students
benefit from exposure to all four types of listening.
Listening is a general purpose in most learning situations. To be effective listeners, however,
students need a more specific focus than just attending to what is said. See the following chart
which contrasts effective and ineffective listening habits.
Students should be able to determine what their purpose should be in any given listening
situation (see figure below).
Listening as a PRODUCT
Listening as a PROCESS
Students do not have an innate understanding of what effective listeners do; therefore, it is
the responsibility of teachers to share that knowledge with them. Perhaps the most valuable way to
teach listening skills is for teachers to model them themselves, creating an environment which
encourages listening. Teachers can create such an environment by positive interaction, actively
listening to all students and responding in an open and appropriate manner. Teachers should avoid
responding either condescendingly or sarcastically. As much as possible, they should minimize
distractions and interruptions. It is important for the teacher to provide numerous opportunities for
students to practice listening skills and to become actively engaged in the listening process.
Listening is a mental process. Our brain processes linguistic information in three ways:
1. Attend to signals (sounds or print) and identify them as words.
2. Process information in the most efficient way.
3. Draw on knowledge stored in the long- term memory.
Bottom–up Listening
This refers to a process by which sounds are used to build up units of information, such
as words, phrases, clauses and sentences before the aural input is understood.
Top-down processing
This refers to the application of background knowledge to facilitate comprehension.
It is generally believed now that both top-down and bottom-up processing occur at the same
time in what is known as parallel processing (Eysenck,1993). In some instances, one type of
processing might take precedence over the other, depending on the amount of practice an individual
has had on a specific task.
Cognitive: process, interpret, store and recall information. This involves strategies such as
making inferences and prediction.
Metacognitive: manage and facilitate mental process; cope with difficulties during listening.
Examples of such strategies include comprehension,monitoring, and visualizing.
Social-affective: ask the help of others to facilitate comprehension; manage one’s emotions when
listening such as confidence building and cooperation.
Pre-listening
During the pre-listening phase, teachers need to recognize that all students bring
different backgrounds to the listening experience. Beliefs, attitudes, and biases of the listeners
will affect the understanding of the message. In addition to being aware of these factors,
teachers should show students how their backgrounds affect the messages they receive.
Before listening, students need assistance to activate what they already know about the
ideas they are going to hear. Simply being told the topic is not enough. Pre-listening activities
are required to establish what is already known about the topic, to build necessary background,
and to set purpose(s) for listening. Students need to understand that the “…act of listening
requires not just hearing but thinking, as well as a good deal of interest and information which
both speaker and listener must have in common. Speaking and listening entail ... three
components: the speaker, the listener, and the meaning to be shared; speaker, listener, and
meaning form a unique triangle (King, 1984).”
The teacher allows the learner to ‘tune in’ to the context or to the topic of a given text.
The students may perhaps express their views about the text to be listened to; they may predict
content from the title of a selection, answer a set of questions, study and examine pictures, and
sing a song or a chant. Each of these helps students to focus on a topic, activate their schemata
or prior knowledge and allows them to use the words which they will shortly hear in the text.
There are several strategies that students and their teachers can use to prepare for a
listening experience. They can:
1. Activate Existing Knowledge. Students should be encouraged to ask the question: What do
I already know about this topic? From this teachers and students can determine what
information they need in order to get the most from the message. Students can brainstorm,
discuss, read, view films or photos, and write and share journal entries.
2. Build Prior Knowledge. Teachers can provide the appropriate background information
including information about the speaker, topic of the presentation, purpose of the
presentation, and the concepts and vocabulary that are likely to be embedded in the
Before a speaker's presentation, teachers also can have students formulate questions that
they predict will be answered during the presentation. If the questions are not answered,
students may pose the questions to the speaker. Students should as well be encouraged to
jot down questions during listening.
T – Tune-in (The listener must tune-in to the speaker and the subject, mentally calling up
everything known about the subject and shutting out all distractions.)
Q – Question (The listener should mentally formulate questions. What will this speaker
say about this topic? What is the speaker's background? I wonder if the speaker will
talk about...?)
L – Listen(The listener should organize the information as it is received, anticipating what
the speaker will say next and reacting mentally to everything heard.)
R – Review(The listener should go over what has been said, summarize, and evaluate
constantly. Main ideas should be separated from subordinate ones.)
While-listening tasks are what students are asked to do during listening time. The
listening tasks should be enjoyable and meaningful to the students. It should be simple and easy
to handle. It should provide opportunities for students to succeed.
Students need to understand the implications of rate in the listening process. Nichols
(1948) found that people listen and think at four times the normal conversation rate. Students
have to be encouraged to use the "rate gap" to actively process the message in order to use that
extra time wisely.
Effective listeners:
connect—make connections with people, places, situations, and ideas they know
find meaning—determine what the speaker is saying about people, places, and ideas
question—pay attention to those words and ideas that are unclear
make and confirm predictions—try to determine what will be said next
make inferences—determine speaker's intent by "listening between the lines"; infer what
the speaker does not actually say
reflect and evaluate—respond to what has been heard and pass judgment
Example words: for example, for instance, thus, in other words, as an illustration
Usually found in: generalization plus example (but may be found in enumeration and
argumentation)
Time words: first, second, third, meanwhile, next, finally, at last, today, tomorrow, soon
Usually found in: narration, chronological patterns, directions (and whenever events or
examples are presented in a time sequence)
• Addition words: in addition, also, furthermore, moreover, another example
Usually found in: Enumeration, description, and sometimes in generalization plus example
Result words: as a result, so, accordingly, therefore, thus
Most students need practice in making inferences while listening. A simple way to help
students become aware that there is meaning between the lines is to read a passage from
literature which describes a character's actions, appearance, or surroundings. From this
information, students make inferences about the character's personality. Teachers should keep
in mind that the purpose of an exercise such as this is not to elicit the exact answer, but to
provide opportunities for students to make various inferences. Students also need to be aware of
the inferences they can make from non-verbal cues. A speaker's tone and body language can
convey a message as well.
Teachers can also encourage guided imagery when students are listening to
presentations that have many visual images, details, or descriptive words. Students can form
mental pictures to help them remember while listening.
Although listeners need not capture on paper everything they hear, there are times that
students need to focus on the message and need to record certain words and phrases. Such note-
making ("listening with pen in hand") forces students to attend to the message. Devine (1982)
suggests strategies such as the following:
Give questions in advance and remind listeners to listen for possible answers.
Provide a rough outline, map, chart, or graph for students to complete as they follow the
lecture.
Have students jot down "new-to-me" items (simple lists of facts or insights that the listener
has not heard before).
Use a formal note-taking system.
Transcribing or writing down live or recorded speech can sharpen students' listening,
spelling, and punctuation skills.
Teacher selects an interesting piece of writing.
The selection is read aloud to the class (and perhaps discussed).
The teacher then dictates the passage slowly to the class. The students transcribe the form
and conventions (i.e., spelling, punctuation, and capitalization) as accurately as possible.
Students compare their transcription with distributed copies of the original.
Critical thinking plays a major role in effective listening. Listening in order to analyze
and evaluate requires students to evaluate a speaker's arguments and the value of the ideas,
appropriateness of the evidence, and the persuasive techniques employed. Effective listeners
apply the principles of sound thinking and reasoning to the messages they hear at home, in
school, in the workplace, or in the media.
Planning and structuring classroom activities to model and encourage students to listen
critically is important. Students should learn to:
• Text
Three types of text feature can affect listening:
1. phonology and speech rate
2. discourse features
3. text types
• Task
They are influenced by the types of question, the amount of time and whether or not the
listener can get the information repeated.
• Interlocutor (speaker)
This includes accent, fluency, gender, and standard or non standard usage.
• Listener
Listener characteristics include: language proficiency, gender, memory, interest, purpose,
prior knowledge, attention, accuracy of pronunciation, topic familiarity, and established
learning habits.
• Process
This is usually at the end of a lesson. These are off-shoots or extension of the work done
at the pre- and while listening stage. At this stage the students have time to think, reflect,
discuss and to write.
Students need to act upon what they have heard to clarify meaning and extend their
thinking. Well-planned post-listening activities are just as important as those before and during.
Some examples follow.
To begin with, students can ask questions of themselves and the speaker to clarify their
understanding and confirm their assumptions.
Hook and Evans (1982) suggest that the post-mortem is a very useful device. Students
should talk about what the speaker said, question statements of opinion, amplify certain
remarks, and identify parallel incidents from life and literature.
Students can summarize a speaker's presentation orally, in writing, or as an outline. In
addition to the traditional outline format, students could use time lines, flow charts,
ladders, circles, diagrams, webs, or maps.
Students can review their notes and add information that they did not have an opportunity
to record during the speech.
Students can analyze and evaluate critically what they have heard.
Students can be given opportunities to engage in activities that build on and develop
concepts acquired during an oral presentation. These may include writing (e.g., response
journal, learning log, or composition), reading (e.g., further research on a topic or a
contradictory viewpoint), art or drama (e.g., designing a cover jacket after a book talk or
developing a mock trial concerning the topic through drama in role).
It involves listening and responding through different ways to achieve outcomes. They do not
have to interact with the speaker while listening. It is mainly concerned with obtaining
information and knowledge.
Task Response
Restoration Include omitted words or phrases
Reconstruction Create original message with words heard or noted
down
Sorting sequence, rank, categorize items
Evaluation identify inconsistencies and contradictions
Matching Match information from listening to pictures or
The listener has to interact with the speaker by asking questions, offering information and
expressing opinions.
Task Response
Creative dictation Dictate to each other to complete a text
Description Sequence/reproduce/complete pictures or diagrams
Simulation Listen and express opinion in simulated situations
Presentation Listen andrespond to formal and informal
presentations
B. Teaching Reading
Reading is a process of constructing meaning through the dynamic interaction among the reader’s
existing knowledge, the information suggested by the written language, and the context of reading
situation.
Reading is not as many still believe a passive activity in which readers just move their eyes over the
printed page in linear order. It is interactive the reader brings his personal knowledge to the text in
front of him. The interactivity is triangular between the reader the text and the message. The goal is
specific to engage the thoughts, facts, and viewpoint, bias etc. The writer has to put together on the
page in order to arrive at the best personal meaning. Reading is the most favored and most practiced
skills in English classes. Reading should be followed by checking the learners’ understanding of
comprehension. In addition, teacher can use specific activities for developing reading, using
materials that are authentic.
5. Application is the part of the lesson that helps readers see the relevance of learning in their
own life, or appreciate the nature of their environment and understand the significance of
knowing about the lessons discussed in the classroom. This provides a ground for making
students remember and value insights learned in the class. Reading instruction can end by:
Valuing
Appreciating
Relating lessons to own life
Linking lesson to explain real-life contexts
Responding creatively using multiple intelligence
What are the general instructional objectives for a second/foreign language reading program?
1. To develop an awareness of reading strategies necessary for successful reading comprehension.
2. To expand vocabulary and develop techniques for continued increase of vocabulary.
3. To develop an awareness of linguistics and rhetorical structures found in reading texts.
4. To increase reading speed and fluency.
5. To promote an interest in different types of reading materials.
6. To provide individual feedback on progress in improving reading skills.
7. To provide practice in extensive reading skills.
What are the principles for designing effective and interesting reading lessons?
1. The reading materials are interesting for the students.
2. The major activity of the reading lesson is students reading texts.
3. Activities and exercises reflect the purposeful, task-based interactive nature of real reading
(predicting, hypothesizing, and revising ideas about what was read).
4. Activities and tasks allow the learners to bring their knowledge and experiences to the reading
passage.
A. Structural Analysis. It is the process of breaking up word parts into its meaningful
components: the root words, affixes and suffixes. In short, it is a process of decoding
unfamiliar words by visually examining the words to discover component parts, which may
lead to pronunciation and meaning. A person who uses structural analysis must be able to
recognize the root word or base word; inflectional endings (-s, -ed, -ing), affixes (prefixes and
suffixes), and compound words.
D. Pleasure Reading. It is another way of making students read, but the materials or selection
that they have brought are for themselves or for sharing with friends and classmates. Or it may
be a selection chosen by the teacher, but for the purpose of making students develop love for
reading.
(-from Farrell, T.S.C., 2002)
For Comprehension Development
1. Pre-Reading Plan
2. Previewing
3. Anticipation Guide
4. QARs – Question –Answer Relationships
5. ReQuest – Reciprocal Questioning
Activating prior knowledge allows students to feel that they are somehow connected to the topic
being studied; helping to create a more positive learning environment and helping students feel
that they are a part of the learning process.
Procedure:
Before beginning a text, discuss the topic that will be covered. Have the students share what
they already know about the topic. Find ways to relate the knowledge they have with the
material that needs to be covered.
Anticipation Guide
This strategy allows students to consider thoughts and opinions they have about various topics in
order to create an interest in the material that is being covered and to establish a purpose for
reading the material.
This strategy works best with topics such as literature, science, and social studies that require
information in order to develop opinions. Although subjects such as grammar and mathematics
are more skill related, there are instances in which an Anticipation Guide with modification
would be useful
Procedure:
Begin by listing three or more debatable statements about a topic that students are going to
study. Ask the students to identify whether they agree or disagree with the statements.
Explain that the students need to read the text carefully and see if they can find statements
that support their own views. After they read the text, discuss the original statements to see if
the students maintain their original view or if they have changed their opinion.
This strategy encourages students to build on previous knowledge and think about what might be
important information in the assigned reading. It also gives them the opportunity to write
questions about things they do not understand. One of the advantages to this strategy is that it
breaks the text into short sections so it will not appear overwhelming to students.
Procedure:
The first step is to choose the text to be covered. Make sure students are familiar with the
entire selection. Next, have the students read the paragraph or short section and have them
think of questions to ask about the topic as they read. After the read, have students ask their
questions and use the text to answer. Next, ask higher level questions you have prepared.
Continue reading the entire selection and have a question-answer at the end of each section.
Language Arts
Read the introduction to a story. Have students ask questions about the characters, setting,
and plot. Continue reading short sections. Prepare questions such as, Do you think the
characters are acting in the way they should? Why or why not? What would you have
done in this situation? What is one thing that could have changed the entire outcome of
this story?
Assessment:
Discuss and evaluate teachers and student’s questions and answers. Discussions can be used
to determine students’ level of comprehension by assessing their responses after reading.
Encourage responses from students who appear off task. Students should correctly respond
to 80% if the questions during a discussion.
K-W-L gives students a purpose for reading and gives them an active role before, during and
after reading. This strategy helps them to think about the information they already know and to
celebrate the learning of new information. It also strengthens their ability to develop questions in
a variety of topics and to assess their own learning.
Procedure:
Before reading, ask students to brainstorm what is known about a topic. They should
categorize what is prior knowledge, predict or anticipate what the text might be about, and
create questions to be answered. During reading, have the class discuss the information,
write responses to their questions, and organize the information.
This strategy may be done on a sheet with three columns: Know, Want to know, and
Learned. Guide the instruction the first few times it is used. Modeling is effective for the
initial use.
Teaching and Assessment of Macro Skills 19
Language Arts
Know Want to know Learned
nouns adverbs Modifies a verb, adjective, or
pronouns prepositions another adverb
verbs proper pronunciation
correct use of commas,
colons, semicolons,
Mapping
Mapping provides a visual guide for students to clarify textual information such as characters,
setting, problems, reactions, and outcome. This strategy allows you to visually determine
students’ comprehension, and it provides students with a strategy that they can use on their own
when they are dealing with other topics.
Procedure
Model an example of a map for students, talking through each step and having students
assist in filling in the different areas. After comprehension of this strategy is assured, have
students complete various maps on their own.
Language Arts
Characters: ________________________________________________________
Problem: _________________________________________________________
Events: ___________________________________________________________
Assessment
Evaluate students’ maps to determine level of comprehension by the percentage of correct
responses.
PLAN
This is a graphic organizer in which students create a map to visually organize and better
understand the information that has been covered.
Procedure
There are four steps in this process:
[P]redict the content/structure by using chapter titles and subheadings.
[L]ocate known and unknown information. Students can indicate this by placing a __ by
things they know and a ?by things they do not know.
[A]dd words or phrases to the ?as students locate information about the topic.
[N]ote new understanding of information and use it in instruction.
PARTS OF SPEECH
article?
noun adverb
preposition?
pronoun
adjective
verb conjunction?
connotation?
denotation?
Evaluate the answers that individual students provide to the questions in their organizer.
Keep in Mind:
The purpose of learning a language is to enable students to communicate in language. The four
types of communication skills that are taught in an English language classroom are speaking, writing,
reading and listening. These four separate language skills are also commonly referred to as the
productive and receptive skills.
Speaking and writing are known as the productive skills as they both require some form of
language output, while reading and listening are known as the receptive skills. Alternatively, you
may also find the productive skills referred to as the active skills and the receptive skills referred to
as the passive skills.
Communication can be oral or written, oral communication includes listening and speaking and
written communication encompasses reading and writing. These skills can be grouped differently:
reading and listening are receptive skills as they used in receiving information and speaking and
writing are productive skills as they are useful for producing and conveying information.
References:
Gutierrez M.R. M., and RaymundoMa.C. Y. (2013). Teaching Reading and Writing. PNU Let Reviewer,
FCA Printhouse, Manila, Philippines
Manzano, S. R. and Palma, Ma.S. A. (2013). Teaching Listening and Speaking. PNU Let Reviewer FCA
Printhouse, Manila, Philippines
II. Instruction: Write “X” if the statement is correct and write “XX” if the statement is wrong or
incorrect. Place your answer on the space before each number.
__X__
5. Allow students enough practice in working with strategies and graphic organizers so that
their use becomes a habit.
__X__
6. Comprehension Development is the main purpose of reading instruction.
__X__ 7. Understanding text Organization helps students to have a blueprint for constructing a
situational model of a story or informational piece.
__X__ 8. Application is the part of the lesson that helps readers see the relevance of learning in their
own life, or appreciate the nature of their environment and understand the significance of
__X__ knowing about the lessons discussed in the classroom.
__X__
9. The perspective or opening phase where the teacher gives a preview of the new reading
lesson that he/she will teach.
__X__
10. The simulation phase is where the teacher poses a question to get the student thinking
__X__ about the coming activity.
__X__
11. The instruction/participation phase introduces the main activity of the reading lesson.
12. The closure phase is where the teacher attempts to get the students’ input regarding
what they have learned in the lesson that was just presented.
__X__
__X__
13. The follow-up and the final phase have the teacher using other activities to reinforce the
same concepts and introduce new ones.
14. Anticipation Guide strategy allows students to consider thoughts and opinions they have
__X__
about various topics in order to create an interest in the material that is being covered and to
establish a purpose for reading the material.
__X__
15. Content can refer to academic content or content in terms of cultural themes.
16. Content-based instruction (CBI) is the integration of particular content with language
__X__
teaching aims.
__X__ 17. Pleasure Reading is another way of making students read, but the materials or selection
that they have brought are for themselves or for sharing with friends and classmates.
18. Structural Analysis is the process of breaking up word parts into its meaningful
components: the root words, affixes and suffixes.
19. Context Clue is an instructional approach that consists of analysing words surrounding
an unknown word to determine its meaning.
20. Intensive/Extensive Reading supplements explicit vocabulary instruction because all the
words encountered in print are impossible to include in teaching.
I. Objectives:
A.(Cognitive)
B.(Affective)
C.(Psychomotor)
IV. Evaluation (See to it that your evaluation, authentically evaluates the skill you focused on teaching
and matches the objectives you set for the learners to achieve.)
V. Assignment
I. Objectives:
At the end of the lesson, the students should be able to:
a. Determine the message of the song.
b. Act out a scene base from the song.
c. Show participation in the class.
b. Motivation
The teacher will be going to discuss the activity that the students will be going to do. But before
that is that the teacher will ask this question first, what would you do if we will be having our
activity? (Students answers may vary). The teacher proceeds in explaining the student’s task.
What you’re going to do is close your eyes. I will be playing a song and I want you to reflect on
the memories when you have problems. I will also ask questions that would help you remember
your memories. Please do answer those questions in your mind.
c. Unlocking of Difficulties
After listening with the song, let’s unlock the difficulties and answer the following questions for
you to understand the song by Christina Aguilera entitled “The Voice Within”. Give the meaning
of the italicized words through the use of context clues.
1. She tried to feign innocence but her eyes were probably full of mischief instead.
a. Faultlessness b. Guilt c. Simplicity
a. Presentation
The teacher will be asking again the question that he/she asked in the motivation part. The
teacher instruct the students that he/she will be going to call them randomly to answer the
question. After the teacher done asking those questions is that he/she ask them about the title
of the topic in this session. The answer of the student may vary.
2. Listening Proper
The teacher will be going to play the song.
(Teacher plays the song.)
2. Aesthetic Questions
We will answer series of questions again. While, the teacher will ask someone from his
student to give an odd number from 1 to 9.
The student who will get the number being given by their classmate and will stand up and
Answer my question.
a. What did you feel while listening to the song? Why did you feel that?
b. What part of the song strikes you the most? Why?
c. Did you ever experience something that relates to the song? How did it affect you?
d. Does the title of the song fit the song itself? In what manner?
e. Can you give one sentence coming from the song that is the best example of hyperbole?
a. Application
The teacher will be going to discuss the next activity and regroup the class into 3 groups. The
students will be going to start counting off.
The teacher explained about what the students will be going to perform in which they are going
to perform a role play that relates to the song. The teacher will be going to give the students at
least 2 minutes to discuss their task to do with their groups.
b. Generalization
For the generalization, the teacher will be going to ask this question to his/her students, what
have you learned from our lesson?
IV. Evaluation
The teacher tasks the students to listen to the song again “I Turn to You” by Christina Aguilera
and afterwards call random students to share their learnings form the lesson.
V. Assignment
I. Objectives:
At the end of the lesson, the students should be able to:
a. Read a poem correctly and clearly with expressions.
b. Appreciate reading poem.
c. To learn about new word that they encountered and to develop their reading skills.
VI. Procedure:
B. PRE – READING STAGE
a. Preparatory Activities
1. Greetings
2. Opening Prayer
3. Checking of Attendance
4. Setting of Class Standards
5. Review
The teacher will ask the students about the students about the lesson that they have tackled
yesterday and the answer of the students may vary from what they’ve learned.
b. Motivation
The teacher will show a picture of a woman and a man in the board. The teacher says that one of
his/her students will be going to pretend that the girl is his/her crush and wanted to court her.
Then, the teacher asks a question, how the student will pursuit an attractive woman like her?
(The answer of the student may vary).
Teaching and Assessment of Macro Skills 31
The teacher will raise a situation again in which he/she will say that for example you chose to
write a love letter. What will you write in this love letter? (Answer of the student may vary).
The teacher will move on discussing the picture of the man in the board. Then, the teacher asks a
question, can you describe him for me? (The answer of the student may vary).
The teacher proceeds in saying that one of his/her student must pretend that the man is his/her
crush and the man wants to court this student. As a Filipina, what will you tell him if he asks to
court you? (The answer of the student may vary).
c. Unlocking of Difficulties
After listening with the song, let’s unlock the difficulties and answer the following questions for
you to understand the poem “Ambahan”. Give the meaning of the italicized words through the
use of context clues.
a. Presentation
The teacher then say this statement, class I asked you about courtship because we will tackle a
poem entitled “AMBAHAN”, one of the lyric poems of the Mangyans to court a woman they
like. But before we start, who among you know what a poem is? (Students answers may vary).
The teacher further explain that the poem is highly expressive, written in verse and arranged with
rhyme and meter. There are many kinds of poetry. What are these? (Epic, Drama, Narrative,
Elegy, and Lyric). These are the kinds of poetry and according to our book, the “AMBAHAN” is
under lyric poetry. The teacher explains about the lyric poetry, wherein it is a poem with words.
And every poem is composed of words but what does the word lyric tell about this type of poem?
(after reading)
So in this stanza, who is being compared to the moon?
Do you know what figure of speech was used in this stanza.
So in this stanza how was personification used?
a. Application
The teacher will be going to discuss the next activity and divide the class into 3 groups. The
the students will be going to start counting off.
The teacher explained about what the students will be going to do in which they are going
to create their own composition of a free verse poem and they are going to present their work
in front of the class. The teacher will be going to give the students at least 2 minutes to discuss
their task to do with their groups.
b. Generalization
For the generalization, the teacher will be going to ask this question to his/her students, what
have you learned from our lesson?
IV. Evaluation
1. What is a poem?
2. What are the kinds of poems?
3. What is lyric poetry?
(activity)
1. In the second stanza, what is being described by the author?
a. moon b. man c. sun
2. Who is being compared to the moon?
a. rocks b. plain c. man
3. It is an arrangement of words containing meaning and composition written with rhyme and
meter.
a. story b. Song c. poem
4. A lyric poetry is a poem that meant to be _____?
a. dance b. Sung c. tell
5. What time the man court the woman?
a. Day b. night c. noon
Cover Page………………………………………………………………………………i
Table of Contents………………………………………………………………………..ii
Summarization of Grades………………………………………………………………..iii
Introduction……………………………………………………………………………...iv