tìm hiểu về macro skill (kỹ năng vĩ mô): Listening, Speaking, Writing, Reading

cách dạy và sub-skill

xem trước receptive (tiếp nhận) và productive skills, macro và micro skills và top down và
bottom up approaches

Speaking, writing, listening, and reading are the four macro skills. For proper use of
the English language, you must perfect them. Reading and writing are brain output skills,
whereas speaking and listening are brain input.
There are other abilities that are necessary for communicating effectively in English,
including pronunciation, grammar, vocabulary, and spelling. These are known as micro
skills.
In the classroom
Learners spend time developing a wide range of sub-skills as they build each of the four
skills. Amongst the sub-skills focussed on are scanning and skimming in reading,
organisational and editing skills in writing, recognition of connected speech and
understanding gist in listening, and pronunciation and intonation in speaking.
Sub-skill of reading: Reading for detail/ for gist, global understanding (hiểu biết bố cục);
Deducing (suy diễn) meaning from context; Note-taking; Skimming; Scanning;
Proofreading (soát lỗi); Predicting; Inferring (suy luận) attitude, feeling, mood;
Sub-skill of listening: Listening for detail/ gist, global understanding; Deducing meaning
from context; Intensive listening; Inferring attitude, feeling, mood; Predicting
Sub-skill of speaking: Inferring attitude, feeling, mood; Using interactive strategies;
Summarising; Paraphrasing; Language; Fluency; Accuracy; Phonology; Pragmatics ( ngữ
dụng);
Sub-skill of writing: Proofreading; Editing; Summarising; Paraphrasing
The skill of writing include: spelling, capitalization ( chữ viết hoa), punctuation (dấu câu),
handwriting and keyboarding, and sentence structure

The receptive skills (passive skills) are listening and reading, because learners do not
need to produce language to do these, they receive and understand it. When learning a
new language learners tend to develop their receptive skills first and then acquire
productive capability. It’s a complex relationship between the two as they all play a
supporting role with developing other skills. For example, reading skills can be a
supporting factor to the development of writing, whereas listening can improve speaking
fluency.
Teaching receptive skills
Three important things should be taken into account when teaching receptive skills:
1. The aim of teaching receptive skills is to help the learners develop the necessary
skills to understand and interpret spoken or written materials. Consequently, the
teacher has to avoid focusing only on testing the learners’ performance in getting
the meaning of the texts and aim, instead, at training them to use the reading and
listening strategies that enable them to deal with any type of text.
 2. People read or listen for a purpose. This can be to get specific information or to
get a general idea of the text. Sometimes, listening and reading are done just for
pleasure as when we read poetry or listen to a podcast.
3. The receptive skills are not passive. Listeners and readers make use of important
cognitive processing while listening or reading. Two of the most important
activities that occur in the mind while processing a text are top-down and bottom-up
Listening: intensive listening (nghe chuyên sâu); monitor listening (nghe theo dõi); gist
listening nghe ý chính (extensive listening: not need to understand everything)
Reading: intensive reading; scanning (scan reading); skimming (skim reading; extensive
reading: not need to understand every word.)

The productive skills are speaking and writing, because learners doing these need to
produce language. They are also known as active skills. They can be compared with the
receptive skills of listening and reading. They involve producing words, phrases,
sentences and paragraphs.
Example: Learners have already spent time practising receptive skills with a shape poem,
by listening to it and reading it. They now move on to productive skills by group writing
their own, based on the example.
In the classroom: Certain activities, such as working with literature and project work, seek
to integrate work on both receptive and productive skills.

Fluency is the ability to use the spoken and written form of the language to communicate
effectively
Accuracy refers to the production of grammatical correct spoken or written language
Communicative competence: the ability to use the language correctly and appropriately
to accomplish communication goals. The desired outcome of the language learning
process is the ability to communicate competently, nor the ability to use the language
exactly as a native speaker does/ the ability to use the knowledge of a language (linguistic
competence) appropriately (knowing when to say what to whom and how)
Linguistic competence: the knowledge of forms and meanings of a language.
Language form: Typically refers to aspects of the structure of a language, such as the
patterns, rules, and organization of words. Comprises parts of speech, sentence formation.
usage, punctuation, and so on, sometimes referred to as the grammar of a language.
Language function: Typically refers to the specific purpose for which language is being
used to define, compare, persuade, evaluate. and so on.

Top - down approaches: are listener based, the listener taps into background knowledge
of the topic. This background knowledge activates a set of expectations that help the
listener to interpre ( hiểu, giải thích)t what is heard and anticipate(đoán trc) what will
come next.
Top down approaches includes:
+ Listening for the main idea
+ Predicting ( đoán)
+ Drawing in ferences
+ Summarizing
Top down approaches: Students receives knowledge from an instructor, then test that
knowledge through application, building greater understanding and clarifying confusion a
long the way.
Top-down processing of language happens when someone uses background information to
predict the meaning of language they are going to listen to or read.
ĐNghia: The strategy of top-down teaching involves starting with the big, abstract
concept and working down to the specific details. For instance, you might demonstrate a
chemical reaction to your students, and then have them learn about the different molecules
in each substance that resulted in the reaction.

ĐNghia: A top-down teaching style focuses on providing students a large view of a

subject, immersing them in the big picture without explaining the components that make
up the subject.
For example, in an English as a Second Language class, a top- down approach would
begin by immersing students in all aspects of learning English immediately. including
writing, reading and pronunciatio. Students would not be taught the intricacies of vowels,
nouns and pronouns first, instead they would be plunged into the totality of learning
English and then gradually learn the building blocks that make up the English language.

Bottom-up approaches: are text based, the listener relies on the language in the message.
Inclues:
+ Listening for specific details
+ Recognizing cognates
+ Recognizing word-order patterns
Bottom-up processing happen when someone tries to understand language by looking at
individual meanings or grammatical characteristic of the most basic unit of the text

ĐNghia: Bottom-up teaching starts with the small details, like vocabulary words or the
step-by-step process of solving an algorithm. As students master these skills, the teacher
broadens the scope of the lesson to include a reading passage that uses the vocabulary
words, or math worksheets requiring the student to apply the algorithm.

ĐNghia: Unlike a top-down teaching approach, which takes a macro view of a subject
first, a bottom-up teaching approach begins with the component parts of a subject, and
gradually builds up to the whole. For example, in an ESL class, a bottom-up approach
would begin with things such as phonics, letters, vowels and syllables, which are the
building blocks of language. It's only after students have mastered these specific rules and
systems that they move on to speaking and reading.
Distinctions in methods
Top-down and bottom-up teaching methods have the same learning objectives but
different ways of achieving them. Top- down teaching is concerned with motivating
students to learn through direct interaction and immersion, and allowing them to find
meaning in a subject by applying their own experiences.
Bottom-up teaching is more instructor-driven and focuses on the minutia of a subject as a
way of decoding and simplifying each component through repetition and memorization.

Other considerations
Because top-down teaching emphasizes instruction through context and relies in part on a
student's background and experience to acquire knowledge, it may not provide the same
level of specific subject skills as a bottom-up teaching approach. Conversely, though a
bottom-up teaching approach will strengthen a student's grasp of a subject's fundamentals,
it's lack of emphasis on learning within the context of a larger whole may limit its
effectiveness. For example, students who learn the specific meaning of a word may not
understand how the meaning of that word changes based on the culture where the word is
used.

Micro-teaching
We present a five-step model of clinical teaching that utilises simple, discrete teaching
behaviours or "micro-skills." The five micro-skills that make up the model are (1) getting a
commitment, (2) probing for supporting evidence, (3) teaching general rules, (4)
reinforcing what was done right, and (5) correcting mistakes.
https://harappa.education/harappa-diaries/micro-teaching-skills-its-types/
(trang này có nhiều thông tin nên cop ra thì quá dài, vào đọc thoi)

Macro-teaching
In learning, there are four macro skills that we must deal within order to communicate
effectively. Macro skills refer to the primary, key, main, and largest skill set relative to a
particular context. It is commonly referred to in English language. The four macro skills
are reading, listening, writing, and speaking. Each skill has its reasons of why we should
be knowledgeable on how to communicate using the four macro skills.

MACRO-SKILL IN TEACHING
It is a technique that requires the listener to understand, evaluate, and interpret what he or
she hears and involves a personal relationship that allows personal growth and
development to achieve a future objective and solve problems successfully.

Macro skill refers to a primary key, main and larger skill set relative to a particular
context. It is commonly referred to as the English language. The (4) four macro skills are
listening speaking writing and reading.

It is to develop the four primary skills and language learning.

- Listening
+ It is the ability of a person to hear and receive a message and to be able to understand
the information accurately.
+ It has three common modes competitive passive and active
- Speaking
+ It is done through vocalizing and interpreting all the information of a person.
+ It depends on the context of the message or information.
+ Speaking can be formal or informal.
- Reading
+ It is a third skill in learning it is a process of looking at written symbols in written
form and the brain will convert them into words, sentences and paragraphs which contains
message and information.
- Writing
+ Communicate thoughts and ideas through writing by using symbols this facilitates
communication to establish relationship concepts and ideas.

IMPORTANCE OF MACRO-SKILLS -Macro-skills in communication are the most

important skills in teaching a particular language. Each of them is indispensable in the
learning process and teaching performance on behalf of the learners and mentors. These
skills such as listening, speaking, reading, and writing will use as the main vehicle to
obtain definitely a certain language and to serve as a conduit to encompass widely the
interrelated realms of communication and the global community.

https://teachertrainingcourse2014.weebly.com/uploads/4/0/8/7/40879903/
receptive_skills.pdf

https://www.ihteachenglish.com/blog-post/teaching-productive-skills-speaking-and-
writing

https://aiic.weebly.com/uploads/2/0/1/7/2017783/unit_11_-_teaching_prod_skills.pdf

http://repo.iain-tulungagung.ac.id/4330/3/chapter%20II.pdf (Micro and Macro Skills

in Writing)

https://www.slideshare.net/WildanWicaksana1/assessing-listening-micro-and-
macroskills-of-listening

t lấy từ trang này ( listening and reading)

Stages in a listening lesson

Generally, a listening lesson has three major stages: a pre-listening stage; a while-
listening stage and a post listening stage.

1- Pre-listening stage that:

During this stage the teacher does one or more of the following things:
a. tries to rouse the student's interest in what he is about to listen;

b. makes the student actively aware of information/experiences, etc. would be useful in

helping him understand what he will hear

c. does various things that help students to acquire or revise the language that would be
necessary for him to understand the listening input

d. gives pupils a purpose for listening

Some common types of activities conducted in this stage

· Informal teacher talk and class discussion.;

· Looking at pictures and talking about them

· Making lists of possibilities/suggestions,

· Reading a related text;

· Reading through questions students need to answer while listening;

· Predicting outcomes;

· Previewing the language

2- While listening stage

This is the centre of focus of the lesson. The activities in this stage contain the reading
points the teacher wishes to deal with in the lesson. This part may contain just one activity
or it may contain a number or related or stepped activities.

Some common types of activities conducted in this stage:

Most activity types to assess the comprehension and identification tasks are done in this
section like

· Answering multiple-choice questions

· True false question

· Spotting mistakes

3- Post-listening stage

At this stage, students may be given tasks that are spin-offs of the main activity. For pie,
pupils may discuss how the information/story they have listened to, relates to own views
on the subject (speaking) or they may be asked to write a letter to the speaker expressing a
personal response to what the speaker said (writing), etc.

Common types of post-listening activities

· Extending lists given in the main activity from students' own

experiences/knowledge, e.g. if students heard a talk on solar energy, they could be
asked to think of other renewable sources of energy.
 · Extending notes into full-fledged written assignments or as basis for speech; using
information obtained from listening for problem-solving.

LISTENING ACTIVITIES

There is no need to contrive an entire lesson based on listening. Active listening can be
included in any type of lesson. The warm-up phase offers a ready slot and is 'especially
suitable, as the listening serves to attune the students to the language. Even though some
activities require the class to speak or write, this production is limited and the focus is
always on listening. The listening games can also be planned as a reserve activity. They
are presented here in a rough order of appropriacy by level. The early ones are for
beginner classes and the later Ones can be used with more advanced learners.

Procedures in doing any Listening activities

· Identify the purpose for the listening exercise or activity before getting students to
listen to the prepared material.

· Supply them with written material which is necessary for them to complete their
task before they begin to engage in listening. Always remember to inform them about
what they are going to do after listening to the material.

· Give them an example of the type of task to do after listening to the exercise or
activity.

· Read, tell or give listening material with emphasis on normal speed and intonation
patterns. Be certain not to slow down reading or telling the listening material to avoid
distorting stress and intonation.

· Repeat the listening exercise or activity once again if necessary depending on the
length and difficulty of listening content.

· Supply them with an answer key and let them correct their own answers and record
their own scores.

· Monitor and check their corrections and performance. Give praise words to those
who do well and give remedial exercises to those who are having problems.

READING

There are many different kinds of reading lessons. Reading activities vary according to the
phase, approach and specific aims of the lesson. At the earliest levels, a lesson may
involve providing different contexts for practicing essentially the same thing, e.g.
developing instant recognition of names of objects in the classroom. However, for the
purposes of this section, we will regard a lesson as comprising three basic phases with pre-
reading, while-reading and post-reading activities.

B. Procedures in Teaching Reading

1) Pre-Reading Stage:

This phase usually has one or more of these functions:

a. To stimulate interest in the topic of the text so that pupils do not come to the text 'cold'.

b. To introduce language or concepts which occur in the text but which pupils may not
know. The meanings of new vocabulary can be shown through the use of context, picture,
drawing, objects, mime, synonyms, and antonyms.

c. The teacher can use various techniques to present the new grammatical patterns such as
rules, drawings, pictures, realia, diagrams, demonstrations, grids and tables.

d. To help pupils see the relationship of ideas in a difficult text by providing a framework.

e. The teacher should provide his students with practices after the introduction of new
vocabulary and structure in order to enhance and reinforce them. There are various and
numerous exercises and drills of vocabulary and grammar provided in (teaching
vocabulary and grammar) from which the reading teacher may wish to use in his class.

2) While-Reading Activities

These includes activities that a pupil engages in while actually reading the text, e.g.
questions he has to answer after he has read each instalment of the text, as well as
activities he engages in which help him to understand the text by getting him to use the
text in various ways, e.g. to answer questions, as stimulus for discussion, as source of
information for filling in gaps in a table, for drawing a poster, solving a problem, etc. The
purpose of these activities would be to enable pupils to achieve the lesson aims by
handling the text in different ways.

A language teacher may wish to use the following steps in teaching the while-reading
stage:

1. Comprehension questions:

a) A language teacher reads the comprehension questions about the passage aloud to his
class.

b) He explains or translates them to stimulate students' understanding.

2. Silent Reading

a) The language teacher asks the entire class to read the passage silently. He may
emphasize that students should move their eyes very rapidly from left to right without
looking back to the preceding words. He may instruct them to make no lip movement, no
muttering, or murmuring. Fewer pauses are recommended and should also be of great
concern in silent reading.

b) Students should try to find the appropriate answers of the comprehension question
while reading.

c) A language teacher should monitor his class to ensure that all his class keeps reading.
He should give academic help to those who have difficulty in understanding or
pronouncing some words without interrupting others.

3. Renewing students' answers

a) A language teacher should encourage his students to give the appropriate answers to the
questions about the contents of the passage.
b) He can give them clues to the answers such as the number of a reading line, the number
of words which form the right answer.

c) He asks them to write or copy the answers in their notebooks.

d) He may go around in the class making sure that they write the answer carefully.

4. Oral reading

The teacher may go through the following activities: He reads the passage aloud as a
model and lets his students listen to it carefully.

a) He reads phrases or sentences of the passage aloud and lets his students repeat after
him.

b) Each student reads a line or two aloud and others listen to him attentively.

c) Skimming for locating the main ideas

Procedures:

● Skim-read the first sentence of each paragraph.

● You may add a phrase or two from the second sentence of each paragraph.
● Skim-read the last sentence of each paragraph, i.e., the summarizing sentence.

d) Skimming for revising the pages of reading

Procedures:

● Divide the pages into small parts, if it is long.

● Read the title and skim-read the opening paragraphs.
● Read-the headings or subheadings of the paragraphs.
● Skim read the summary or conclusion of the passage of reading, if there is one.
● Read the discussion questions at the end of each chapter, if there are any.
● Scan-read for the answers of the given questions if they are available.

e) Scanning an answer to find a fact and an answer to a question, a learner may go through
the following scanning steps

· Decide what type of particular information you are looking for, and think about the
form it may take.

For example, if you want to know when something happened, you would look for a date.
Also, when you have a question with whom you will look for a name, where for a place,
what for a thing, how many for an amount, etc

3) Post-Reading Stage

While the primary function of the while-reading activities would be to make pupils look
closely into the text, the purpose of post-reading activities would be to look out of the text
to see its relevance to other activities the pupils may find interesting or useful.

Speaking activities in the classroom

Controlled activities – accuracy based activities. Language is controlled by the teacher.

 ● Drilling (choral and individual listening to and repetition of the teacher’s model of
pronunciation), this gives a safe environment for them to practice pronunciation,
and any mistakes made by individuals will not be apparent to each other.
● Prompting (pre-planned question and answer is the most obvious example).

Guided activities – accuracy based but a little more creative and productive. The output is
still controlled by the teacher but the exact language isn’t.

● Model dialogues
● Guided role-play

Creative communication – Fluency based activities. The scenario is usually created by the
teacher but the content of the language isn’t.

● Free role-play
● Discussions
● Information gap (this is where different students have different pieces of
information and they have to share this information to get the complete
picture/solve the task, etc).
● Debates
● Simulations
● Communication games

Encouraging students to speak

Many students can seem reluctant (miễn cưỡng) to speak in the classroom. This can be for
a variety of reasons, including:

● Lack of confidence
● Fear of making mistakes
● Peer intimidation
● Lack of interest in the topic
● Previous learning experiences
● Cultural reasons

The teacher must try to overcome these hurdles and encourage student interaction. The
aim should be to create a comfortable atmosphere, where students are not afraid to speak
or make mistakes, and enjoy communicating with the teacher and their fellow students.

Techniques to encourage interaction

● Pair-work
● Group-work
● Plenty of controlled and guided practice before fluency activities
● Make speaking activities purposeful (create a desire and need to communicate)
● Change the classroom dynamics
● Careful planning
● With certain activities you may need to allow students time to think about what they
are going to say

During the activity

● Arouse the students´ interest through visuals, a short lead – in talk, a newspaper
headline, etc. Try to relate the topic to the students´ own interests and experience.
● You may want to remind students of any structures or vocabulary that might be
useful – perhaps leaving them on the board for reference.
● Set up the activity so that the students know the aims of the activity and what they
are to do. This means giving clear instructions and checking that they have been
understood.
● Make sure the students have enough time to prepare, perhaps in pairs or groups,
before asking them to tackle the main activity. Do not be tempted to cut down on
the time needed for this. Do not forget that the students are probably getting useful
speaking practice at this stage too.
● Make the activity even more 'process' rather than 'product' - based by encouraging
rehearsal if appropriate, particularly with role-plays.
● Monitor the activity: do not interrupt except to provide help and encouragement if
necessary; try to keep a low profile. Watch the pace – do not let the activity drag
on and remember to leave time for feedback.

● Evaluate the activity and the students' performance in order to provide feedback
later but don’t jump in with instant corrections. Wait until after the activity has
finished before correcting. Don’t over-correct. Free speaking activities are more
concerned with fluency than accuracy