Teaching & Assessment

of Macroskills
ELT 207
Instructor: Wendelle Joy D. Badal
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Institutional Objectives….
a. Develops students’ skills and potentials as their
vital tools in making life livable.
b. Provides every student adequate training and
relevant activities to enhance his/her knowledge,
skills, potentials, and values as well.
c. Helps every student realize the importance of
trusting the works of the Divine Providence in every
endeavor.
 

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Grading System:
• Quizzes
• Activities
• Oral exams
• Attendance
• Major Exams

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Course description…
This course allows the pre-service English teachers to explore the nature of the
macro skills and the theoretical bases, principles, and methods and strategies in
teaching and assessing listening, speaking, reading, writing, and viewing. It aims to
provide various strategies for pre-lesson, during lesson, and post-lesson to develop
research-based knowledge and principles in teaching the macro skills while using
differentiated teaching to suit learners’ gender, needs, strengths, interests, and
experiences. Also, they will be able to identify learning outcomes aligned with the
learning competencies and provide timely, accurate, and constructive feedback to
improve learners’ performance in the macro skills.
 
• Program outcomes
 A. Demonstrate proficiency in oral and written communication.
B. Show competence in employing innovative language and literature
teaching approaches, methodologies, and strategies.
C. Demonstrate proficiency in oral and written communication.
D. Show competence in employing innovative language and literature
teaching approaches, methodologies, and strategy
E. Demonstrate proficiency in oral and written communication.
F. Show competence in employing innovative language and literature
teaching approaches, methodologies, and strategies.
G. Demonstrate proficiency in oral and written communication.
H. Show competence in employing innovative language and literature
teaching approaches, methodologies, and strategies.
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Intended learning outcomes

 
 

A. recognize important concepts in teaching the macro skills in English;

 

B. discuss the connection of teaching the macro skills with the other language skills and competencies;
 C. identify appropriate methods and approaches to teach the English macro skills; and

 D. list down qualities of an effective English teacher in the macro skills

 E. select differentiated learning tasks in teaching speaking to suit learners’ gender, needs, strengths
interests, and experiences;
 

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F. demonstrate how to provide timely, accurate, and constructive feedback to improve learner
performance in the different tasks in speaking through simulations;

G. craft a learning plan according to the English curricula that is developed from research-
based knowledge and principles of speaking and the theoretical bases, principles, methods,
and strategies in teaching these components; and
 

H. conduct a teaching demonstration of the assigned learning competencies in speaking.

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 I. select differentiated learning tasks in teaching writing to suit
learners’ gender, needs, strengths interests, and experiences;

 J. demonstrate how to provide timely, accurate, and constructive

feedback to improve learner performance in the different tasks in
writing through simulations;

 K. craft a learning plan according to the English curricula that is

developed from research-based knowledge and principles of
writing and the theoretical bases, principles, methods, and strategies in
teaching these components; and
 
L. conduct a teaching demonstration of the assigned learning
competencies in writing

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M. select differentiated learning tasks in teaching listening to suit learners’ gender, needs,
strengths interests, and experiences;
 
N. demonstrate how to provide timely, accurate, and constructive feedback to improve learner
performance in the different tasks in listening through simulations;
 
O. craft a learning plan according to the English curricula that is developed from research-based
knowledge and principles of listening and the theoretical bases, principles, methods, and
strategies in teaching these components; and
 
P. conduct a teaching demonstration of the assigned learning competencies in listening.

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Q. select differentiated learning tasks in teaching reading to suit
learners’ gender, needs,
strengths interests, and experiences;
 
R. demonstrate how to provide timely, accurate, and constructive
feedback to improve learner performance in the different tasks in
reading through simulations;
 
S. craft a learning plan according to the English curricula that is
developed from research-based knowledge and principles of reading
and the theoretical bases, principles, methods, and strategies in teaching
these components; and
 
T. conduct a teaching demonstration of the assigned learning
competencies in reading.
Required content…
I. An Overview on the Teaching of the Macro Skills

• Receptive vs. Expressive Macro Skills

• Macro Skill Competencies in the English K to 12 Curriculum

• Viewing as a New Macro Skill

• Connection of the Macro Skills with Vocabulary, Grammar and Literature

• Review on Communicative Competence

• BICS vs. CALP

• Content-Based Instruction

• Communicative Language Teaching

• Qualities of an Effective English Macro Skills Teacher

 
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II. The Expressive Macro Skills –Speaking
• Nature and Purposes of Speaking
• Mechanics and Process of Speaking
• Speech Styles and Registers (Frozen,
Formal, Consultative, Casual, Intimate, Aggressive, Passive, Assertive)
• Austin and Searle’s Speech Acts (Locutionary, Illocutionary, and Perlocutionary)
⊳ • Review on Segmentals, Suprasegmentals, Modes of Communication, Types of Speech Delivery)
⊳ • Speaking Formats (Interaction, Transaction, Performance)
⊳ • Lesson Design in Teaching Speaking
⊳ • Materials and Resources in Teaching Speaking
⊳ • Performance-Based Assessment in Teaching Speaking
⊳ • Feedbacking in Assessing Speaking

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III. The Expressive Macro Skills –Writing

a. Nature and Purposes of Writing

b. Mechanics and Process of Writing

c. Concerns and Strategies in Pre-Writing, Drafting, Revising, Editing,

Proofreading, and Publishing

d. Lesson Design in Teaching Writing

e. Materials and Resources in Teaching Writing

f. Performance and Portfolio-Based Assessment in Teaching Writing

g. Feedbacking in Assessing Writing

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IV. The Receptive Macro Skills –Listening

• Active Listening Skill

• Nature and Purposes of Listening

• Listening Comprehension and Sub-Skills in Listening

• Listening Techniques and Strategies

• Approaches in Teaching Listening (Bottom-Up, Top-Down, Interactive)

• Lesson Design in Teaching Listening

• Materials and Resources in Teaching Listening

• Performance and Observation-Based

Assessment in Teaching Listening

• Feedbacking in Assessing Listening

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V. The Receptive Macro Skills –Reading
• Nature and Purposes of Reading

• Reading Comprehension and Sub-Skills in Reading

• Reading Techniques and Strategies

• Approaches in Teaching Reading (Bottom-Up, Top-Down, Interactive)

• Goddell’s Reading Skills Ladder and Stages of Reading

• Reading Program and the Good Reader

• Lesson Design in Teaching Reading

• Materials and Resources in Teaching Reading

• Performance and Observation-Based

Assessment in Teaching Reading

• Feedbacking in Assessing Reading

 
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