TEACHING AND

ASSESSMENT O/
THE MACRO
SKILLS
JOHN MEL
ANDICO
 OPENING
PRAYER
Our Lord God in heaven.
Thank you for the new day you've bestowed upon
us.
Until this moment,
we still have our borrowed life and strength from
you.
We worship and praise Your Holy Name.
This moment,
we will continue to study and acquire new
knowledge.
May you bless us with the ability
to think fast and an inquiring mind to be curious
on whatever knowledge they will learn today.
 Most importantly bless them
with Your wisdom and a heart that will follow
your commandments in order for them
to become worthy in their studies.
You know that in this recent times,
most are suffering from hardships and economic
crises.
We humbly ask You
to bless the parents of your students.
May you shower Your abundant
blessings and prosperity to each of their
homes.
 So that we can use these
not only for our daily lives but especially for
the performance of our duties to your Holy
name.
We hope that you heard our prayer.
We ask all of these. In the name of Jesus
Christ,
our Savior. Amen.
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.
Course
Learning select differentiated
0 learning tasks in
Outcomes 1 teaching the macro
skills to suit learners’
gender, needs,
strengths interests,
and experiences;
Course
Learning demonstrate how to
02
Outcomes provide timely, accurate,
and constructive
feedback to improve
learner performance in
the different tasks in the
macro skills through
simulations;
Course
Learning craft a learning plan
03 according to the English
Outcomes curricula that is developed
from research-based
knowledge and principles
of the five language macro-
components and the
theoretical bases,
principles, methods, and
strategies in teaching these
components; and
Course
Learning conduct a teaching
04
Outcomes demonstration of the
assigned learning
competencies in the
macro skills.
 MODUL
E
1
1. Receptive vs. Expressive
1. Viewing as a New Macro Skill
2. Connection of the Macro Skills
with
Vocabulary, Grammar and
 By the end of this module, students
will
Objectives have completed the following
objectives:
a compare and contrast
the receptive and
. expressive macro
skills;
b
explain the significance
. of viewing as the new
macro skill; and
c discuss the connection
. of the Macro Skills with
vocabulary, grammar and
literature.
LESSON 1 : RECEPTIVE SKILLS VS. EXPRESSIVE
SKILLS

RECEPTIVE EXPRESSIVE
SKILLS? SKILLS?
 RECEPTIVE SKILLS

Similarly, when a dog sees their owner

grab a leash and put on a coat, they
become excited because experience has
communicated it is time to go on a walk.
Receptive skill also is responsible for
understanding concepts such as size,
shape, color, time, and sentence
structure.
RECEPTIVE SKILLS
Receptive macro skill is the ability
to understand words and language.
Much of this type of skill is inferring
communication from our environment
and experiences. For example, when
we hear a siren; we know to get out of
the way for an emergency vehicle.
 EXPRESSIVE
SKILLS
Expressive macro skill is the use of
words, sentences, gestures, and
writing to create a message or convey
a meaning. It is frequently associated
with identifying objects, describing
events and how to do actions, create
sentences and use correct
grammar.
 EXPRESSIVE
SKILLS
Children of the appropriate age also
will have the ability to recall or tell a
story and answer involved questions.
This is critical for social communication
and communication of needs, wants,
and develop writing
.
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".
The /our Basic Language
Skills
4 Basic 1.
LISTENING
Language Listening comprehension
Skills: is the receptive skill in
the oral mode. When we
speak of listening what
we really mean is
listening and
understanding what we
hear.
4 Basic 1.
LISTENING
It is the most important
Language skill in communication. It is
Skills: a mental operation
involving processing sound
waves, interpreting their
meaning, and storing them
in memory. It is a
communication technique
that requires the listeners to
understand, interpret, and
evaluate what they hear.
4 Basic 2. SPEAKING
Language Speaking is the expressive
Skills: skill in the oral mode. It is
the delivery of language
through the mouth. To
speak, we create sounds
using many parts of our
body, including the lungs,
vocal tract, vocal chords,
tongue, teeth and lips.
4 Basic 2. SPEAKING
Language It, like the other skills, is
more complicated than it
Skills: seems at first and involves
more than just
pronouncing words.
Speaking is often
connected with listening.
4 Basic 3. READING
Language It is the receptive skill in
the written mode. It can
Skills: develop independently
of listening and speaking
skills, but often develops
along with them, especially
in societies with a highly-
developed literary tradition.
4 Basic 3. READING
Language Reading can help build
Skills: vocabulary that helps
listening comprehension at
the later stages,
particularly.
4 Basic 4. WRITING
Language It is the productive skill in the
Skills: written mode.
important
It is an
part of
communication. Good writing
skills allow people to
communicate the message with
clarity and ease to a far larger
audience than through face-to-
face or telephone
conversations..
4 Basic 4. WRITING
Language It involves not just a graphic
Skills: representation of speech,
but the development and
presentation of thoughts in
a structured way.
.
 LESSON 1.1 Viewing as a New Macro
Skill
Why do we need to consider “viewing” as a new macro skill?

• Viewing refers to perceiving, examining, interpreting, and

construction meaning from visual images and is crucial to
improving comprehension of print and nonprint materials. It
is a process that supports oracy and literacy. It is a part of
an integrated language arts program. It involves interpreting
the images for which words stand and connecting visual
images in videos, computer programs, and websites. The
dominance of visual media in our lives today has led to the
inclusion of viewing in the language macro-skills.
 LESSON 1.1 Viewing as a New Macro
Skill
Why do we need to consider “viewing” as a new macro skill?

• We are living in a visual world. The advent of the internet

and the digital revolution, the ubiquity of mobile devices
which allow us to capture still and moving images easily,
the appearance of video-sharing platforms such as
YouTube and Vimeo, and the emergence of social media
networks such as Instagram and Facebook whose users
upload largely visual content, have all contributed to an
extraordinary rise in visual communication becoming the
primary mode of communication around the world.
 LESSON 1.1 Viewing as a New Macro
Skill
Why do we need to consider “viewing” as a new macro
skill?

With the inclusion of viewing in the macro-skills and

proliferation of multimedia technology, it is imperative
that both speakers and listeners critically assess
audiovisual inputs and make meaning from them
(Curriculum Planning & Development Division, 2010)
LESSON 1.2 Connection of the Macro Skills
with Vocabulary, Grammar and
Literature
What is the connection of the macro-skills with
vocabulary, grammar, and literature?

• Macro-skills are the primary ability that involves the

process of developing our knowledge and competency.
Each of our macro-skills works on improving certain
ability to comprehend components of language that
includes the vocabulary, grammar and literature. The
fluency and accuracy within these components boils
down on how we improve and develop our macro-skills.
LESSON 1.2 Connection of the Macro Skills
with Vocabulary, Grammar and
Literature
What is the connection of the macro-skills with
vocabulary, grammar, and literature?

• Developing one’s macro skills promotes communicative

competence, which involves the competency on the
appropriate use of vocabulary, grammar and literature.
Our macro-skills namely, listening, speaking, reading,
writing, viewing, and representing, plays a key role in
fostering learners’ competence.
LESSON 1.2 Connection of the Macro Skills
with Vocabulary, Grammar and
Literature
What is the connection of the macro-skills
with
vocabulary, grammar, and literature?
• Since these skills are vital in the manifestations of
interpreting and producing a spoken or written piece
of discourse (literature) as well as a way of manifesting
the rest of the components of a language
(vocabulary and grammar)
Independent Learning Activities
After reading the concepts, let’s proceed in
accomplishing the following activities:

1. Compare and contrast the receptive and

expressive macro skills using a Venn
Diagram.

2. Attached a screen shot of a memorable

visual material (info graph, /acebook post,
tweet, article, meme, blog, etc.) and explain
its influence or significance in your life.
 Retrieved from www.studocu.com/ph/document/la-
consolacion-college/bsed-english/el17-macroskills-

Reference act01/9243015. Retrieved on August 27, 2021

s Retrieved from harappa.education/harappa-

diaries/language-skills/ August 27, 2021

Retrieved from www.edumaxi.com/what-is-discourse-

competence/ Retrieved on August 27, 2021

Retrieved from www.edumaxi.com/what-is-

sociolinguistic-competence/. Retrieved on August 27,
2021