WEEK 2 ASYNCHRONOUS ACTIVITY

ELT 5: TEACHING AND ASSESSMENT OF THE MACROSKILLS

Instructions:
With a group of 4 – 5 members, research and discuss the following and share to our class on
Friday - September 3, 2021 the output of your group discussion.

I. An Overview on the Teaching of the Macro Skills

A. Receptive vs. Expressive Macro Skills

- Receptive Language
Although listening is an important component of receptive language, it involves much
more than just that. Receptive language is the understanding of information provided
in a variety of ways such as sounds and words; movement and gestures; and signs and
symbols. Children often acquire elements of receptive language faster than expressive
language. Because of this, our receptive language vocabulary is generally larger than
that of our expressive language.
- What are Receptive Language Skills?
In speech therapy for children, receptive language skills and goals might include:
- 1. Following simple to multistep directions (ex., “Give Daddy the ball,” “Pick up
your toy and put it on the table,” “Stand up, push in your chair, and go to the door.”)
2. Answering comprehension questions (who/what/where/why) based on a picture or
story
3. Understanding vocabulary words (concepts that help us describe, talk about time,
or quantity)
4. Inferencing and making predictions based on a picture or story (ex., Showing a
symbol such as a stop sign and asking, “What do you think that means?”; When
reading a story, stop and ask, “What do you think the character will do next?”)

- Expressive Language
Expressive language is our ability to communicate our thoughts and feelings through
words, gestures, signs, and/or symbols. It can be as simple as pointing to a desired
 object or as complex as writing a book about an area of interest. Talking is the main
form of communication people think about when discussing expressive language.
And, although it is the most common, there are other types of communication that are
just as effective. Some other examples include sign language, a picture exchange
system, the use of a speech-generating device, or writing. But, keep in mind, these are
just the systems we use to communicate.
- What are Expressive Language Skills?
Expressive language skills as a whole means using the unique areas of language
correctly to effectively communicate what we’re thinking. These areas include:
Using the vocabulary words, we know (ex., Using words to make requests, to end an
activity, or get attention; labeling items and their categories; describing an object)
Grammar – choosing the right grammar forms, such as using past tense to reflect
something that happened yesterday
Sentence structure – putting words in the right order to make sense

- Strategies that can help develop children’s receptive and expressive language skills:
Developing joint attention: Joint attention is when two or more people share their
attention with an object or activity together and are tuning into communication about
that thing.
Play: Participating in different types of play and play routines allows children to
understand their environment in different ways and learn new ways to use language.
Social interaction: Having the opportunity to interact with different people helps
teach social norms, be exposed to language in a naturalistic way, and learn to
communicate with others appropriately
Daily routines: Consistent routines throughout the day provide children with a
predictable schedule, which allows them to better understand and use language
appropriate for that situation. It exposes them to a consistent set of words in a familiar
context.

B. Macro Skill Competencies in the English K to 12 Curriculum

- Language, basis of all communication and the primary instrument of thought –

Thinking, learning, and language are interrelated.
- Governed by rules and systems (language conventions) which are used to explore and
communicate meaning.
- Defines culture which is essential in understanding oneself (personal identity),
forming interpersonal relationships (socialization), extending experiences, reflecting
on thought and action, and contributing to better society. Central to the peoples’
intellectual, social and emotional development and has and essential role in all key
learning areas.
- Foundation of all human relationships, all human relationships are established on the
ability of people to communicate effectively with each other.
 - Our thoughts, values and understanding are developed and expressed through
language.
- This process allows students to understand better the world in which they live and
contributes to the development of their personal perspectives of the global
community.
- People use language to make sense of and bring order to their world.
- Therefore, proficiency in the language enables people to access, process and keep
abreast of information, to engage with the wider and more diverse communities, and
to learn about the role of language in their own lives, and in their own and other
cultures.

C. Viewing as a New Macro Skill

- Visual aids became rampant as these effectively catch the learners’ attention.
Furthermore, graphs in different types and graphic organizers are incorporated on
topics. Thus, the learners turned to learn concepts visually.
- Viewing is the fifth macro-skill today. It refers to perceiving, examining, interpreting,
and construction meaning from visual images and is crucial to improving
comprehension of print and nonprint materials [3]. This is the skill to be taught as the
learners are exposed on multimedia. To make it possible, they should have strong
media and visual literacies.
- This is the skill to be taught as the learners are exposed on multimedia. To make it
possible, they should have strong media and visual literacies.

D. Connection of the Macro Skills with Vocabulary, Grammar, and Literature

- The fluency and accuracy within these components boil down on how we improve
and develop our macro-skills. Greatly 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. Since these skills a
revival 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)

E. Review on Communicative Competence

- Communicative Competence - encompasses a language user's grammatical
knowledge of syntax, morphology, phonology and the like, as well as social
knowledge about how and when to use utterances appropriately.
- Communicative Competence - encompasses a language user's grammatical
knowledge of syntax, morphology, phonology and the like, as well as social
knowledge about how and when to use utterances appropriately.
- Examples: grammatical - ability to create grammatically correct utterances.
sociolinguistic- ability to produce socio linguistically appropriate utterances.
discourse - ability to produce coherent and cohesive utterances.
strategic - ability to solve communication problems as they arise.

USON, Billy Jo DG.

CEPEDA, Karla Beatrice M.
CUISON, Jan Rome T.
HILOMEN, Aimee Isabel
MANGSAT, Lezlie

BILLY JO DE GUZMAN USON

3rd Year Block B

ELT 5: TEACHING AND ASSESSMENT OF THE MACROSKILLS