EdEng 6

B. Writing - process of using symbols to

MACRO SKILLS REVIEWER communicate thoughts and ideas in a
WEDNESDAY October 11
readable form.
1:30 - 2:30 PM
 Writing process:
-prewriting
Topics
-drafting
 Receptive and Expressive Macro Skills
-revising
 Communicative Competence
-proofreading
 Content Based Instruction (CBI)
-publishing
 Communicative Language Teaching (CLT)
 K-12 Macro Skills Competencies
Viewing
 Expressive Macro Skill (SPEAKING)
 refers to the ability to perceive meaning
 Lesson Planning
from visual images and presentations
 process that supports oracy and literacy
Types of Tests
 broadens the ways in which students
 Multiple choice – 33
can…
 Essay – 17
 Identification - 30
Ways to represent ideas visually:
 Drawing
RECEPTIVE AND EXPRESSIVE
 Photographs
MACRO SKILLS
 Organizational graphs and charts
1. Speaking
 Videos
2. Writing
 Multimedia
3. Listening
 Web pages and web-based correspondence
4. Reading
5. ADDED: Viewing
Types of viewing:
 Visual literacy
ORAL SKILLS
- ability to interpret meaning from visual
A. Listening - ability to accurately receive
images
and interpret messages in the
- ability to construct effectively visuals in
communication process
order to convey ideas to others
 Three modes: Passive, Active, Competitive
 Critical viewing
-Passive: sit and hear only
- ability to carefully comprehend and
-Active: there is a processing of what you
evaluate information presented by visual
hear
media.
-Competitive: many ideas, sharing
- ability to think critically about the
e.g., group discussion
composition of the picture.
B. Speaking
GE 5 Lessons before example of critical
 done through the vocalization of human
viewing: personal, historical, technical,
communication
moral and ethical, cultural, and critical.
 can be formal or informal
Note: Best way to evaluate the information
 depends on the context wherein
by viewing is ECCLECTIC.
communication takes place

LITERACY SKILLS
A. Reading - revolves decoding symbols with
the intention of deriving meaning from the
text
 used for sharing knowledge, for self-
development.
 - it’s either you close the window or just
RECEPTIVE AND PRODUCTIVE ignore---(both are considered a
Oral Literacy response)
Skills Skills I. Grammatical/Linguistic Competence
Receptive Listening Reading  Knowledge of language code
Skills  Phonology
 Morphology
Productive Speaking Writing
 Syntax
Skills
 Lexicon (Mental dictionary)
Input: Listening and reading
Output: Speaking and writing

Note: WRITING is the most important skills to

II. Sociolinguistic Competence
master. It is a solitary activity.
 Knowledge of socio-cultural use of the
language
 Awareness and sensitivity to other’s
COMMUNICATIVE COMPETENCE
culture and tradition
Nature and Purpose:
 Setting
Communicative - ability to function in
 Topic
communicative setting
 Taboos

Coined by Dell Hymes:

 Dell Hymes - language and social context
 He/she acquires competence as to:
- when to speak, when not
III. Discourse Competence
- what to talk about with whom
 String of sentences
- when, where, in what manner
 Knowledge of producing, comprehending,
 In short, a child becomes able to accomplish
combining oral and written language,
a repertoire of speech acts to take part in
organizing words, phrases, sentences
speech events, and to evaluate their
 Transitional words (therefore, however,
accomplishment by others.
furthermore)
Speech Events - involves conversing with
someone.

Speech Acts:
IV. Strategic Competence
 Locutionary Act
 Ability to recognize, adjust and repair
- literal act, act of uttering words
verbal and non-verbal communication
- “It’s windy.”
errors
 Paraphrasing
 Illocutionary Act
 Shifting
- hidden meaning, intention or purpose
 Breakdown in communication: lack of
behind the utterance
words in phrasing your thoughts---you use
- I hope they (mind): close the window
strategic competence
because it’s windy

 Perlocutionary Act
- action or response that the utterance
has on the listener

CONTENT BASED INSTRUCTION
(CBI)
 Teaching is organized around the context
that students will acquire, and not around
the linguistic or other type of syllabus
 Content - substance or subject matter
that we learn or communicate through
language rather than the language use to
covey it.
 “Hitting two birds with one stone” – e.g.,
you are teaching science content and at the
same time students will not only learn
Science related content but also building
their vocabulary or comprehension skills
because Science uses English as language.
 It is supported by Krashen’s Monitor Model:
Language acquisition, Input, Affective,
Natural Order hypothesis, and Monitor
hypothesis.
 Based on 2 Principles
1. People learn a second language more
successfully when they use the language as a
means of acquiring information, rather than as
an end in it.
2. CBI better reflects learners needs for
learning a second language.
Theory of Language:
 Language is text and discoursed-based
 Language use draws on integrated skills
 Language is purposeful
Theory of Learning:
 People learn a 2nd language more
successfully when the information they are
acquiring is perceived as interesting, useful,
and leading to a desire goal.
 Language learning is more motivational
when students are focusing on something
other than language, such as ideas, issues,
and opinions
 Students learn best when instruction
addresses students’ needs
 Teaching builds on the previous
experiences of the learner
(The schema, Steel cabinet, Cognitive
structure)
DESIGN
Objectives: in CBI, the language is second to
learning the content. The objectives relate
to the content (foreground), not to the
language (background)
Syllabus:
- derived from the content area, and these
vary widely in detail and format curriculum.
- anchored on curriculum
Types of Learning and Teaching Activities:
Stoller (1997) suggested lists of activities
classified according to instructional focus:
 Language skills improvement
 Vocabulary building
 Discourse organization
 Communicative interaction
 Study skills
 Synthesis of content materials and
grammar
READING SKILLS
1. Vocabulary skills - Prefix, suffix, etc.
2. Comprehension skill - Noting details,
summarization, etc.
3. Study skills - Use of catalogue, Dewey
Decimal System, table of content, etc.
4. Literary Appreciation Skills - How to read
almanac, figures of speech
Role of Teacher:
 A good language teacher
 Knowledgeable in the subject matter
 Be able to draw out that knowledge
from students
Role of Students:
 Become autonomous
 Support each other
 Active interpreters of input
 Willing to tolerate uncertainty
 Willing to explore alternative learning
strategies and sources of content
Nature of interaction:
 Teacher guides student learning
 Supporting them
 Students work collaboratively
The Characteristics of the Teaching/
Learning process:
 Understanding authentic text
 Making meaning clear
 Designing activities
 Highlighting how language is used (Irt
brings us to 4 macro skills
Role of Materials:
 Anything can facilitate subject matter of
the content course
 Comprehensibility and authenticity are
both important
 Instructional media enriches the context
Essential Skills for Any CBI Instructor:
 Varying the format of classroom
instruction
 Using group work and teambuilding
techniques
 Organization Jigsaw arrangements
 Defining the background knowledge
and language skills acquired from
students’ success.
COMMUNICATIVE APPROACH IN
LANGUAGE TEACHING
(CLT)
Nature and Purpose:
 Christopher Candlin and Henry Widdowson
 Communicative language teaching (CLT) is
an approach to language teaching that
emphasizes interaction as both the
means and the ultimate goal of study
 Communicative language teaching – Rose
to prominence in the 1970s and early 1980s
as a result of many disparate developments
in both Europe and the United States.
 Fluency (use) – Foreground
 Accuracy (form) – Background
 Development of communicative language
teaching helped by new academic ideas
 In Britain, applied linguists began to doubt
the efficacy of situational language
teaching, the dominant method in the
country at the time.
 Partly in response to Chomsky’s insights
into the nature of language.
 Chomsky had shown that the structural
theories of language prevalent at the time
could not explore the creativity and variety
evident in real communication
 Christopher Candlin and Henry Widdowson
British applied linguist.
 They began to see that a focus on structure
was also not helping language students
 Dell Hymes a linguist and anthropologist in
the U.S. He develops the concept of
communicative competence. Was a
Reaction to Chomsky’s concept of the
linguistic competence of an ideal native
speaker
 Communicative competence – Redefined
what its meant to “Know” a language is in
addition to speakers having mastery over
the structural elements of language, they
must also be able to use those structural
elements appropriately in different social
situations.
David Nunan’s 5 Features of CLT:
1. An emphasis on learning to communicative
through interaction in the target language
2. The introduction of authentic texts into the
learning situation
3. The provision of opportunities for learners
to focus, not only on language but also on
the learning process itself
4. An enhancement as important contributing
elements in classroom learning
5. An attempt to link classroom language
learning with language activities outside the
classroom
Role of Teachers:
 Facilitates the communication in the
classroom, and acts like an adviser and a
guide
Role of Students:
 Communicators
 They are actively engaging in trying to
make themselves understood and in
understanding others
CLT – uses almost any activity that engages
learners in authentic communication activities
in which communication is involved, and social
interaction activities, such as conversation and
discussion sessions, dialogues and role plays.
Language emphasis: Language function
might be emphasized over forms.
 Students work with language at the
suprasegmental or discourse level:
 Suprasentential - paragraph/phrase
 Sentential – sentence
 Subsentential - words
Materials in CLT:
 Language materials authentic to native
speakers of the target language (e.g.
newspaper, radio and television broadcast,
menus, etc.)
 For beginner students it is possible to use
REALIA without a lot of language.
 Realia - real objects
Students’ Errors
 Errors of form are tolerated during
fluency-based activities and are seen as
a natural outcome of the development of
communication skills
 The teacher may note the errors during
fluency activities and return to them later
with an accuracy-based activity.
 (normal that students use) Strategic
competence – e.g., Code Switch
 Part of communicative competence
 K-12 is anchored on CLT
K-12 MACRO SKILLS COMPETENCIES
(kindly refer to the quiz, beautiful)
EXPRESSIVE MACRO SKILL (SPEAKING)
NATURE OF SPEAKING:
 Speaking is Interactive, expressive, context
dependent, purposeful, a verbal
communication:
 Interactive - Speaking is inherently
interactive and often occurs in a
conversational context. It involves a speaker
who communicates a message and a
listener or audience who receives and
interprets that message
 Expressive - Speaking allows individuals to
express their thoughts, emotions, beliefs,
and opinions. It is a powerful tool for
conveying one’s identity and personality.
 Context-dependent - The meaning of
spoken words and they are delivered can
change based on the situation, audience,
and cultural norms
 Purposeful - Speaking typically serves a
purpose whether it’s to inform, persuade,
entertain, express feelings, or engage in
social interaction
 Verbal Communication - Speaking
primarily involves the use of words and
language to convey thoughts, ideas,
information, emotions, and intentions
PURPOSE OF SPEAKING:
 TO INFORM – to convey information and
share knowledge with others.
 TO EXPRESS – Speaking is a way to
express our thoughts, feelings, and
emotions to communicate with others
effectively.
 TO CONNECT – It serves to connect with
people, build relationships, and establish
bonds with others.
 TO LEARN AND TEACH – Speaking is
used to ask questions, share insights, and
pass on knowledge, fostering both learning
and teaching.
 TO PERSUADE – Speaking is a persuasive
tool, allowing us to influence opinions and
convince others of our ideas.
 TO ENTERTAIN – It’s used for
entertainment, telling stories, jokes, and
anecdotes to amuse and engage others.
Segmental - refers to the individual speech
sounds or phonemes that make up words
and convey meaning in spoken language.
- they are the bricks and mortar of spoken
language.
Suprasegmentals - these are linguistic
elements in spoken language that extend
beyond individual speech sounds and
encompasses broader aspects of speech
incudes but are not limited to:
 Pitch
 Stress
 Rate
 Rhythm
STRATEGIES:
1. DEBATE AND DISCUSSION
Debate - An organized argument of ideas
where people talk about a topic from different
viewpoints.
Discussion – A formal/informal and open  Encourage active participation
exchange of ideas and viewpoints among  Promotes Critical thinking
participants
Materials for think-pair-share:
ENHANCING STUDENTS’  Classroom setting
SPEAKING SKILLS:  Discussion prompts
 Critical thinking  Timer or stopwatch
 Enhanced confidence  Greenboard or projector
 Improved communication skills
 Research skills 4. Role play – is a teaching and learning
Materials for debate and discussion strategy that involves students taking on
 Topics or issues specific roles or characters in stimulated
 Rules and guidelines scenarios or situations.
 Research materials
 Visual aids ENHANCING STUDENTS’ SPEAKING
 Evaluation rubrics SKILLS USING ROLEPLAYS:
 Time or stopwatch  Contextual communication
 Recording equipment (Optional)  Active engagement
 Peer and teacher feedback forms  Empathy and perspective taking
 Language development
2. Speech contest – Is a strategy used to Materials for roleplay:
enhance speaking skills among students  Scenario or script
ENHANCING STUDENTS’ SPEAKING  Character descriptions
SKILLS USING SPEECH CONTESTS:  Props and costumes (Optional)
 Public speaking practice  Evaluation criteria
 Speech composition  Reflection and discussion
 Preparation and research  Guidelines
 Critical thinking  Timer or stopwatch
 Feedback forms
Materials for speech contests:
 Contest organizer 5. Storytelling – is a pedagogical strategy
 Participants that involves the art of narrating stories
 Topics to convey information, engage an
 Judges audience, or communicate a message.
 Scoring rubrics
 Contest Guidelines ENHANCING STUDENTS’ SPEAKING
 Timer SKILLS USING STORYTELLING:
 Feedback forms  Voice modulation
 Vocabulary expansion
3. Think-Pair-Share – is a collaborative  Narrative structure
learning strategy that involves three steps:  Connecting with the audience
Think (Students are given a topic to
consider individually), Pair (Next, students Materials for storytelling:
pair up with a partner and engage in  Selection of stories
discussion), and Share ( Finally, each pair  Visual aids (Optional)
shares their key insights with the whole  Props and costumes (Optional)
class  Evaluation rubrics
 Microphone (Optional)
ENHANCING STUDENTS’ SPEAKING  Guidelines
SKILLS USING TPS:  Timer or stopwatch
 Improved confidence  Feedback forms
 Foster collaboration
  general game plan of what you wanted
to cover for that subject on that
6. Jigsaw – is a cooperative learning particular day
strategy that can be used to enhance  TEACHER IN THE FIELD ALREADY
speaking skills in the classroom
3. Brief lesson plan
ENHANCING STUDENTS’ SPEAKING  hits the main points of a lesson and
SKILLS USING JIGSAW: does not involve a lot of detail
 Assign subtopics  overview of the unexpected learning
 Expert groups/Homegroup outcome of a particular lesson.
 Sharing expertise
 Discussion and synthesis Constructive Alignment:
Materials for jigsaw:  Learning activities – STRATEGIES
 Topics or content  Learning outcomes – OBJECTIVES
 Printed resources  Assessment – PEN&PAPER/Performance
 Note-taking materials based.
 Time or stopwatch
 Evaluation criteria Note: IMS should be based on strategy
 Whiteboard (Optional) Strategy should be anchored on objectives.
 Timer or stopwatch Assessment should be based verb/objectives.
 Flipchart (Optional)
PARTS OF LESSON PLAN
I. Subject matter
LESSON PLANNING II. Objectives
III. Instructional materials
DLL – Daily Learning Logs
TEI – Teacher Education Institution IV. Procedure:
A. Motivation
Functions: B. Lesson plan
 Provide coherent framework for smooth C. Drill
efficient teaching D. Value integration
 More organized E. Evaluation
 Glues sense of direction in relation to the
syllabus
 Basis for future planning Procedure:
 Help to be more confident when delivering A. Activity
the s which cater for different students. B. Analysis
 Proof that teacher has taken a considerable C. Abstraction
amount of effort in his/her teaching. D. Application

TYPES OF LESSON PLAN:

1. Detailed lesson plan Procedure: (Usually for brief lesson plan)
 provides mastery of what to teach, and A. Activation
gives the teacher the confidence when B. Build-up
teaching C. Closure
 both teacher’s and students’ activities
are presented V. Assignment
 PRE-SERVICE TEACHER

2. Semi-detailed lesson plan

 less intricate than the detailed lesson
plan
 GENERIC
I. Subject matter
II. Objectives
III. Instructional materials
IV. Procedure
A. Motivation
B. Lesson proper
C. Drill
D. Value integration
E. Evaluation
V. Assignment

4A’s
I. Topic
II. Objectives
III. IMS
IV. Procedure:
A. Activity
B. Analysis
C. Abstraction
D. Application
V. Assignment

ABC
I. Topic
II. Objectives
III. IMS
IV. Procedure:
A. Activation
B. Build-up
C. Closure
V. Assignment

4A’s Framework:
Activity – student
Analysis – both students and teacher
Abstraction – both students and
teacher
Application – student