MODULE | CHAPTER 1: AN OVERVIEW ON THE TEACHING OF THE MACRO SKILLS (Continuation) C. Examples of Micro skills under Macro skills D. Connaction of the macro-skills with vocabulary, grammar, and literature WEEK NUMBER: 2 TIME ALLOTMENT: 3 Hours oBjective: By the end of this module, the students shall be able to recagnize important concepts in teaching the macro skills in English. LEARNING CONTENT: AN OVERVIEW ON THE TEACHING OF THE MACRO SKILLS (Continuation) Intreductien Language teaching covers four macro-skills needed for communicating - listening, speaking. reading and writing. Good language teachers plan lessons, and sequences of lessons, which include a mixture of all the macro-skills, rather than focusing on developing only one macro-skill at a time. Discussion A. Examples of Micro skills under Macro skills iichard (1983) and Brown (2007) exemplified the micra skills of listening; discrimination among sounds, recognition of vocabularies, detecting keywords, and recognition af grammatical structure. Haroun Abdo (2020) also added some microskills for listening which includes: Eliciting the meaning through understanding word formation and contextual clues in utterances and spoken text. Recognizing phonological features of speech. Understanding relationships between the syntactic and morphological characteristic of spoken language. Michra,(2013) also gave some rniereskils for Reading, which she labeled ss “subskills”: Globs! Comprehension, Skimming an Scanning, Understanding Discourse Markers: Global Comprehension, ar the ability to get ‘overall’ meaning from a text, requires the sub-s| skimming i.e. reading through the text at high speed in arder to identify and pick up the main idea or in the text while “filtering cut’ the unnecessary details. Skimming a text means going through it quickly to get an overall idea of the content. We are not interested in dataile or any specific information while skimming. Seanning on the other hand, invelves searching the text for specific piece of i which the reader is interested. Discourse markers are ‘signposts’ provided by the writer. These are used ina text to indicate sequence of ideas and signal the writer's point of view. Understanding the writer’s use of discourse markers is an important sub-skill of reading. These signposts are helpful because they indicate to the reader the relationship between two parts of the text, Perero (2019) claimed these microskills that is imperative for writing: punctuating correctly, planning, farming letters, paragraphing, using the appropriate layout, proofreading Lackman, (2010) also stated some Speaking Micro ski skills + Fluency, speaking with a logical flow without planning or rehearsing. "Accuracy with Words & Pronunciation, using words, structures and pronunciation accurately. + Appropriacy, using language appropriate for s situation and making decisions about formality and choice of gramma bulary. on his book entitled “Teaching Speaking Sub-= Responding and Initiating, managing a conversation by making responses, asking for a response or introducing a new topic or idea. = Repair and Repetition, repeating or rephrasing parts of a conversation when they suspect that what was said was net understood, Donaghy. K. (2015) cited skills necessary for Viewing: Analysis and evaluation of visual texts and multimodal texts that use visuals, Acquiring information and appreciating ideas & experiences visually communicated by others. Determine the difference between fact and underlying message portrayed in visuals and between + Une pragmatic, textual, syntactic, camanti, graph phone and other cues (e.g, the vieual elements and techniques used) to construct and confirm meaning Recall and summarize main points, important details, and techniques employed. Relate what was seen to personal experience or needs. + Analyze and evaluate what was seen (including elements, techniques, and overall effect) (e-. critique a video or drama review! Draw conclusions about the perspective and values found in what was seen. + Express and support personal reactions to and opinions of the presentation lanky the strategies used to influence en audience (=... exaggeration, one-sided view ofa grour, iol Seek additional information from other sources as needed or desired. B. Connection of the macro-skills with vocabulary, grammar, and literature Macro-skills ara the primary ability that involves the process of developing aur knowledge and competency. Each of our macro-skills werks on improving certain ability to comprehend components of language that includes the vecabulary, grammar and literature, The flueney and securacy within thee components boils down on how we improve and develop cur macro-skills. Greatly developing one’s macra 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 = key role in fostering learners’ competence. Since these skills are vital in the manifestations of interpreting and praducing = 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. Summary The four skills can also be grouped another way. Listening and reading are receptive skills since leamers need to process and understand language being communicated to them in spaken or written farm. Speaking and writing are known as productive skills since learners need to produce language to communicate their ideas in either speech or text. It is common for language leamers to have stronger receptive than productive skills, that is they can understand more than thay can produce. Teachers often link activities for developing students’ receptive and productive skills. REFERENCES 1. Anderson, R.C. et al. (1985). Becoming a nation of readers: The report of the commission of reading. Washington, D.C.: The National institute of Education 2. Butler, S. ML & MeBfunn, N_D. (2006). A teacher's guide ta classroom assessment Understanding and using assessment to improve student learning. USA: John Winley and Sens, Inc. 3. Cruickshank. D.R. Jenkins, D. 8., & Metcalf. KK. (2006). The act of teaching. USA: McGraw 4 Lang. HR and Evans. D! N. (2006). Models, strategies, and methods for effactive teaching. USA Pearson Education, Inc.